A “Non-traditional Institution” is one that provides an alternative route to obtaining a degree other than simply spending a number of years studying theoretical knowledge at a residential college or university. We will make the point now that we strongly disagree with opinions expressed by some commentators, which label all non-traditional institutions “scams” or “degree-mills”. 

This is simply not true. 

We do not dispute that while some non-traditional institutions fall into these categories, there is plenty of evidence to prove that the same can be said of traditional institutions as well. Anyone remembering the “Medical Ethics” scandal at the University of Bangor knows exactly what we mean. 

Non-traditional institutions come in a variety of forms. Perhaps the best example is the British Open University, with its excellent reputation, affiliation and cooperation with traditional universities, television broadcasts and government backing, funding and approval. This far-sighted and highly successful example opened up access to tertiary level education to a mass audience, which because of age, profession or social responsibilities would not otherwise have had the opportunity. 

This approach is mirrored in a number of “distance-learning” institutions of the “correspondence school” model. Perhaps the best example of this is the excellent “Rapid Results College” which, instead of granting its own qualifications, prepares individuals for public examinations by correspondence. 

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The Internet has opened up enormous possibilities for institutions such as these, with email, chat-rooms and videoconferencing allowing rapid or even instantaneous interaction between professor and pupil.

Although all of the above provide an excellent alternative to a traditional degree course at a residential college or university, they can still prove to be expensive and time consuming. This can be frustrating for the older, more experienced individual who has already gained knowledge in work experience or in educational environments, which do not translate readily into mainstream educational concepts, such as the military or business. 

This is where we get into the thorny subject of “life experience” and “prior learning” assessment. Traditional institutions have, in general, been slow to embrace the concept of “life experience assessment” and “accreditation of prior learning”. Where institutions have adopted some form of assessment, it has been made so costly and time consuming that the applicant is often better off simply completing (and paying for) traditional modules to earn enough credits to graduate. The reason for this is quite obvious. 

All tertiary level institutions, whether traditional or non-traditional, have to survive financially. They are all essentially businesses. It does not help the bottom line of a traditional institution to make it easy for under-graduates to “skip” expensive modules, simply because they have already acquired the information elsewhere. 

For those seeking validation of their life experience and prior learning, a number of non-traditional institutions cater to this need. Without the costs of expensive campuses, they can offer assessment of life experience at a fraction of the cost of completing a single module at a traditional institution. 

We make the point forcefully that, the earning of a degree from a legally formed and operating institution through fair and honest assessment of life experience and prior learning is a valid educational concept. One should be aware that certain professions require degrees with specific accreditation and that the requirements for accreditation should be addressed before considering the acquisition of a degree from any institution, whether traditional or non-traditional. 

When comparing traditional and non-traditional, one should take care. Somebody may argue that a degree from a non-traditional institution is “worthless” because, for instance, it lacks the accreditation necessary for credit transfer to a traditional institution. This may well be the case, but credit transfer is not the only legitimate use for a degree. 

We currently live very near one of the premier universities in Europe. It is well respected both nationally and internationally and is one of the oldest and most traditional universities in the world. The local supermarket is staffed almost entirely by its graduates who are earning minimum wages stacking shelves.

The local cafes and restaurants are full of graduate waiters and waitresses. All of them are proud of their traditionally acquired degrees which took anywhere between 5 and 15 years to complete.  When we signed up Cable TV, the contract was prepared by a “commission only” salesman. He had studied for 5 years to earn his degree in Journalism only to find that it did not guarantee him a job. 

Perhaps this was his "big break in TV"  :o)

Compare the above to the self employed entrepreneur who has owned and operated his own business for six years, and is pulling down $300,000 a year. He doesn’t have the time, or the inclination, to take the next six years off work so he can attend a traditional university to gain his MBA. 

Instead, he acquires his MBA from a non-traditional institution through assessment of his life experience. 

At the end of the day, who has the “worthless” degree?

I once came across an article on the internet that jokingly pointed out that it is possible to get a degree for "selling used-cars for six years".  The way it was put over to the reader was that this profession was not worthy of an MBA, I strongly disagree.  Let's look at some facts first.

I know a man who left high school 7 years ago with no qualifications, no job or even prospects for the future. He began selling used cars by first buying an old mini which he cleaned up and sold for a profit, he then bought two old wrecks with the profit and started advertizing them locally by working out of his parent's home. 

Seven years on, he is the boss of  two up-market garages, earns about $250,000 per annum, lives in a huge house and takes a vacation several times a year. He proudly owns cars that are usually reserved for Hollywood movie stars.  

However, his success as a businessman is not what I want to point out, it is what he learned to get where he is today. Not just learned theoretically in the classroom, but learned and successfully applied in REAL-LIFE business situations.  Of the top of my head, here is some examples:

1. Dealing with clients personally and by phone. 2. Maintaining company documentation  3. Planning and implementing successful advertising and marketing campaigns.  4.  Keeping abreast of legislation in the used auto business.  5. Hiring and Firing Staff.  6.  Maintaining company incorporations and bank accounts.  7.  Filing tax returns.  8.  Attending auctions.  9. Planning business strategies.  10.  Health and Safety Regulations.

Now ask yourself, is the guy worthy of a degree?

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