With that in mind, a quick acknowledgment of the Times Higher Education QS (Quacquarelli Symonds) World University Rankings is certainly something to target. Of the top 600 schools worldwide, Argosy is currently not even listed (although, in fairness, there is not one for-profit school from anywhere in the world that is listed).
There is something called The World Online Education Accrediting Commission, though it is not recognized by the United States Department of education or the Council for Higher Education Accreditation (and is accused of aligning itself with "paper mills"). There is the International Accreditation Organization (IAO), an international agency seeking the establishment of standards of education for working adults. A member of IEAC, the International Education Accreditation Commission (http://www.iao.org/) may be on track to offer global legitimacy. However, the Independent Global Education Council (IGEC), a subsidiary of the World Accreditation Commission (WAC) (www.worldaccredited.com/global-education-council.html; www.worldaccredited.com/) has web pages that, at this writing, do not load.
There is the International Laboratory Accreditation Cooperation (in association with the International Accreditation Forum – IAF; http://www.ilac.org/Accday.html). The ILAC seems under-representing. The Council for Global Education (www.globaleducation.org/) seems more of a conversation, with round tables listed and a member section under construction.
Therefore, we find ourselves at the International Accreditation and Related Education Links (http://www.worldwidelearn.com/accreditation/international-accreditation-associations.htm). This is the coordinating body of established global institutions of heft. Such institutions include the UNESCO Education Directories, Association to Advance Collegiate Schools of Business, International Assembly for Collegiate Business Education, World Bank Education and World Links.
There is an International Conference on National Qualifications Frameworks (27-28 April, 2011) in the wake of a conversation which just took place this week (Feb. 17, 2011) "the Implementation of National Qualifications Frameworks (NQF)” (http://www.unescobkk.org/education/news/article/thai-education-ministry-and-unesco-bangkok-to-host-international-conference-on-national-qualificatio). It seems these organizations (UNESCO, etc.) currently hold the most credible opportunities for high standards and respectability concerning accreditation.
Outlined strategic planning considerations for a selected market segmentation
Generated under the heading of “Outlined strategic planning considerations for the selected market segmentation” was a veritable wealth. However, by no means was this exhaustive. What was sought were specifically focused considerations that would have an immediate impact and a guiding flavor as to what would likely work best. Many other creative opportunities could fold into this trajectory. Yet another such example would be developing Argosy University Online, as an online educational game would certainly fit into the marketing mix.
Creating a business consortium in concert with the municipal government, the students and faculty, also has long-term merit. This latter would, on a rotational basis every several months, adopt an entrepreneurial venture. The business students would deconstruct what developed so far, seeking to discover that which may present itself as the greatest obstacle, and research (with faculty mentoring) what the best options are. Each cycle invite a local business leader as guest speaker, sharing the same topic. At this culminating event (every three or four months perhaps), the various teams of student response would be given written feedback by the adopted entrepreneur, the local business leader and the faculty in attendance.
Adult Learners
Let us first consider our specifically selected market segmentation. For the long-term, it is our recommendation to create strategic alliances wherever possible with some of the more significant corporations, seeking to produce a ready body of professional experienced learners, already in the workforce. This would be our targeted core, for the mature adult student represents the caliber of professionalism and self-reliance that not only lends cachet to the institution itself, yet also affords an easier transition for the institution to establish itself.
Corporate alliances dovetail quite nicely with the presumed geographic core of our demographic as well. While there may be no ground classes, we would be seeking a more technologically perceptive, urban demographic.
Such alliances, if negotiated properly, can afford the institution, as well as the students, a subsidy. Consequently, while there would certainly be corporate databases created, moreover they would be prioritized with an eye toward natural affiliations.
Youth
A secondary market segmentation cannot be overlooked, the classic, young academic seamlessly entering a baccalaureate degree. There is no need to be exclusionary, and we would certainly want to be friendly to such a potential client base. Simply, the suggestion is that this would not be our primary market segment. Nonetheless, both in the spirit of cooperation as well as an interest in not leaving money on the table, our secondary market segmentation, while not overtly pursued, can certainly be heavily acknowledged (and consequently made to feel welcome).
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