Response to VX9g1sz:
Dear sir or madam, clearly you do not know the institution's history and original mission and philosophy. Are you familiar with Knowles' Theory of Andragogy? His model asserted that adult education required a theory specifically addressing adult learning and in practical terms, that instruction for adults needed to focus more on process and less on content. Sperling pioneered Phoenix on this model and never intended for UOP to be prestigious or compete with Tier 1-3 schools. It was intended to offer practical and accessible degree completion for adults who started college and for whatever reason had to abandon studies or who could not or did not immediately matriculate after high school. And at its inception few options existed for its target demographic. I began teaching at Phoenix in the early 90s. I had previous teaching experience in traditional institutions, community college, and high school. My own education was completed at both traditional and adult learning institutions in the 80s. In fact, I was Jesuit educated and consider the Jesuit approach to be among the most rigorous and demanding. My doctorate was earned at what I considered to be the best non-traditional program I could matriculate at in the 80s. There were not many to choose from then. I mention my own education to demonstrate that I have matriculated at institutions other than Phoenix so am in a position to make an informed comparison. I was originally skeptical about andragogy and the Phoenix approach, especially the substitution of team learning for individual work, and the lack of seat time compared with my own experience. After my first year I became a proponent and advocate. The students I taught in class were serious, committed, dedicated, and possessed solid, if not strong, academic skills. They did not need remediation. The average age at my campus was 34 with 7 years of professional experience. Students needed an institution that offered no frills and was completely focused on learning and degree completion. Most students had families and careers. They had no interest in socializing, although a lot of friendships emerged from the team process. I thought at the time that the vast majority of students in my courses could easily matriculate at a local public or private higher ed institution and acquit themselves very favorably. This belief permeated my thinking for about my first ten years. Changes started creeping in when Sperling went public. I considered it a HUGE mistake at the time and remember predicting it was ominous for UOP's sustainability. Gradually pressure mounted from Wall Street for continuous profit. This prompted changes to enrollment and academics, along with disproportionate investment in advertising that over the next two decades caused adverse consequences that have brought Phoenix to the precipice of failure it now confronts. Since about 2005 Phoenix has behaved much like a subprime lender before the 08-09 Great Recession. Most students today need remedial assistance and because of drastic staff reductions support is gone. I do not see how Phoenix can regain prominence. The genie is out of the bottle and can't be forced back in. The damage has been done. Despite the horrible decisions, inept strategy, numerous lawsuits, declining reputation, and plummeting enrollment, Phoenix does not and never has been a diploma mill. I have issued far more F's, D's and C's at Phoenix than I have at other institutions and have never been pressured to change a grade. Many students do flunk out and yes that is a reflection of open enrollment which I still support with a few caveats such as being college-ready. It is not a reflection of poor instruction or process; at least not at my campus. Today large class sizes, remedial students, low morale, low trust, and counter-optimal academic policies and scrutiny conspire against the future of Phoenix academics. Students in my classes constantly complain about rigor and consider me to be way too harsh in evaluating work; however they do learn and those who are committed, dedicated, and determined do graduate. Unless one has a representative sampling of Phoenix courses at multiple campuses, then one has ZERO CREDIBILITY when referring to Phoenix degrees as fake. Please stop this characterization. It is not accurate and it prompts perceptions that people making such allegations are disgruntled, a liar, or maybe even envious.