Why Industry Experts Won't Turn Their Back on Online Education?

Professionals wont turn their back on online doctorates because it provides them one of the only feasible ways to obtain a terminal degree. People with decades of experience don’t often go back to get a doctorate because of the years of time and investment that would pull them away from their business duties. Online doctoral education can marry professional experience and theory in ways that would be difficult for traditional schools to fulfill.

Online doctoral education has four purposes (Radda & Mandernach, 2013).:

1.      Prepare the doctoral community to develop knowledge and skills for the 21^st century.

2.      Capture the collective intelligences and knowledge of individuals.

3.      Deepen scholarship and practical application of that scholarship.

4.      To further the interests of scholar-practitioners.

Online education has come a long way over the past 20 years and research has shown that the modality is growing in terms of benefits and effectiveness. One of the reasons why traditional colleges are adopting the model is because of cost and reach. With online education they can draw in additional learners that would previously been unable to go back to school.

We should think about all the experience out there hidden in the boardrooms and office. Many of these people would offer valuable knowledge to both academic and fellow industry stakeholders. Getting them into a doctoral program not only helps to grow their businesses but also ensure that their knowledge can be applied by others.

One of the main purposes of higher education is to grow and expand knowledge in a way that furthers the interest of societal stakeholders. Sometimes theory is developed that is difficult to implement for practical use in business. People with knowledge from industry have a better shot at developing theory that has immediate application to industry stakeholders that furthers economic growth.

Developing useful theory has a wider benefit to the business community and society. As better theory is produced and more quickly implemented into business practices the economic fundamentals of society strengthen leading to higher levels of adaptation and development. Seasoned business executives won’t turn their back on online education because they understand that quality of learning and usefulness of solutions are more important than the name of the school.

Radda, H. & Mandernach, B. (2013). Doctoral education online: challenging the paradigm. Journal of Education Technology, 9 (3).

Theory of Multiple Intelligences

 By Dr Paula Zobisch

Howard Gardner (1983, 1993) introduced the theory of multiple intelligences and claimed humans were intelligent far beyond the traditional concept of math and language.  Gardner's definition of intelligence is "the ability to solve problems, or to create products, that are valued within one or more cultural settings – a definition that says nothing about either the sources of these abilities of the proper means of 'testing' them" (p. x).   Gardner declared we must broaden the concept of human intelligence by including a wider set of competencies.  

Gardner suggested eight intelligences (1999):

1.            Verbal-Linguistic intelligence, the ability to possess spoken and written language skills   (lawyers, speakers, educators);

2.            Logical-Mathematic intelligence, the ability to analyze problems logically and carry out   mathematical operations, and conduct scientific inquiry (mathematicians, statisticians,               scientists);

3.            Musical intelligence, appreciation  and recognition of rhythm and musical patterns           (musicians, composers, performers);

4.            Bodily-Kinesthetic intelligence, the ability to use part of all of one's body to solve             problems (athletes, dancers, surgeons, mechanics);

5.            Spatial intelligence, the ability to view and manipulate wide areas of space (navigators,                 pilots, graphic artists, architects);

6.            Interpersonal intelligence, the ability to understand the motivation and feelings of          others   (educators, salesperson, religious leaders, political leaders); and

7.            Intrapersonal intelligence, the recognition and understanding of one's own emotions    and desires and the "ability to use the information in productively regulating one's life"          p. 43.; and

8.            Naturalist intelligence, the recognition of flora and fauna (environmentalist, gardener, botanist, scientist)

Although the verbal-linguistic and logical-mathematical are the only typical intelligences assessed in school, others scholars such as Goleman (1995) declared emotional intelligence, Gardner's intrapersonal intelligence, as the ability to motivate oneself and continue in the face of frustrations, to control impulse and delay gratification, and to regulate one's moods.  Beyond the traditional IQ that measures verbal-linguistic and logical-mathematical intelligences as a predictor of academic success (and federal funding), Goleman believed IQ only contributed about 20% to the factors determining life success, while 80% of contributions were in other influences (McCoy, 1997, p. iii).

McCoy (1997) stated people who were aware of their feelings and have the ability to manage those feelings will enjoy a more satisfying and rewarding career and life. For this reason, it is critical sales people, Gardner's intrapersonal and interpersonal intelligences, have a high emotional intelligence and not be discouraged or despair of frustrating circumstances frequently encountered during the sales process. Deeter-Schmelz and Sojka (2003) conducted a study that indicated a strong link between a salesperson's emotional intelligence and sales performance. In addition, the study indicated a high level of intrapersonal as well as interpersonal included in emotional intelligence. As defined by Goleman (1995), interpersonal intelligence is the ability to perceive and relate to the emotions of others. Both intrapersonal and interpersonal skills are key in successful and productive salespeople.

REFERENCES

Deter-Schmelz, D. R., & Sojka, J. Z. (2003). Developing effective salespeople: Exploring the link between emotional intelligence and sales performance. International Journal of Organizational Analysis, 11(3), 211-220

Gardner, H. (1983, 1993). Frames of mind. New York, NY: Basic Books

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21 century. New York, NY: Basic Books

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Dell

McCoy, B. H. (1997, April). Emotional intelligence provides key to life success. Real Estate Issues, 56(1), 103-104