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business education

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“Business education.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/business%20education. Accessed 26 Apr. 2024.

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Structure of a Business Education - Explained

How is a Business Education Program structured?

Written by Jason Gordon

Updated at April 22nd, 2024

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How is a Business Program Structured?

In this article, I break down the structure of business education programs within a college of university. 

More specifically, I talk about the types of degrees/certificates and course structure. 

I close out by talking about a few important things that every business student should know about business schools, including name recognition, accreditation, rankings, and what you should consider when enrolling in a business school.

Business Schools Programs

Business school programs come in a number of forms, as follows: 

Certificate Programs  

A certificate program allows individuals to take a series of designated courses to receive a certificate of completion. 

These programs are generally open to either students enrolled in a college/university or the general public. 

While these programs do not generally carry the weight of a bachelors degree in a subject, they can be a useful signaling function to employers.

• Note: Certificate programs are generally different than professional certifications. Certifications generally come from industry organizations, such as the American Institute of Certified Public Accountants; the Project Management Institutes; or Certified Financial Analyst Institute.

Bachelors Degrees  

A bachelors degree in business comes in a few forms. 

It can be a bachelors or arts (BA) or bachelor of science (BS). 

While similar in nature, a BS degree tends to be more technical in nature than a BA. 

A business degree generally entails 60 or more credit hours of general education and elective topics and approximately 60 credit hours in business courses. 

We discuss the various types of business courses further below. 

Students can major in any number of subject-matter business areas, such as Accounting, Economics, Finance, Management, Marketing, etc., by taking 30 or more credit hours in that field of study.

• Note: There is an ever-increasing list of available majors for business school students. This shift is to meet the increased demands for knowledge and training in specific, subject-matter areas. Examples of emerging major programs include: human resources, real estate, risk management, or data analysis.

Recently, Bachelor of Business Administration (BBA) degrees have become increasingly popular. 

These programs offer a blend of business courses (generally 60 credit hours) to provide a well-rounded business education. 

Students can generally seek a concentration in a subject-matter area by completing a prescribed series of business courses (generally 18 credit hours) in that field. 

Students in other schools within the college/university might seek a minor in a business field. 

This generally requires the student to take a minimum number of courses (generally 6 to 8) in a discipline. 

A minor is an excellent way of signaling interest and aptitude in a field that is not related to ones concentration. 

Masters Degree  

Business schools (mainly Universities) offer a variety of masters degree programs in a variety of business disciplines. 

The most common is the Master of Business Administration. 

The MBA generally consists of a mixture of business courses from the major disciplines, such as accounting, finance, marketing, economics, and management. 

Students can generally receive a concentration in a particular discipline by taking a designated series of courses. 

The MBA has become a highly-prizes accomplishment for business professionals. 

Traditionally, an MBA from a reputable school signals a deeper understanding of broad range of business knowledge. 

Below we discuss business school reputation. 

The MBA comes in a variety of formats, including:

Full-Time MBA  

The full-time MBA generally requires approximately 60 credit hours of course completion over four semesters. The courses are structured to take place during the Spring and Fall semesters. This allows students to undertake a professional internship during the summer separate the first and second academic years. Some full-time MBA programs are on the quarter system; but, the opportunity for a internship is likewise built into the program.

Accelerated MBA  

The accelerated MBA, as the name implies, takes place over a shorter period of time. 

This happens by offering shorter, more-condensed courses. It often includes summer or winter semesters. 

It generally requires slightly fewer credit hours than the full-time MBA, and there may not be an opportunity to undertake an internship.

Professional MBAs  

A professional MBA is geared toward the working professional who wants to simultaneously pursue a business degree. 

Courses generally take place over a quarter or semester, depending upon the schools academic calendar. 

Some courses will span multiple academic periods, based upon the nature of the course offering (such as the number of credit hours offered). 

The courses are generally truncated in the number of hours students are required to meet for classes. 

The class sessions often take place during weekends (Saturdays) and last most of the day. 

Students generally enroll in anywhere from 1 to 3 courses each semester. 

Also, the work load required of the professional MBA student is generally less arduous than the full-time or accelerated MBA programs. 

This allows students to balance the program requirements with their day jobs.

Executive MBAs  

The executive MBA program is designed to cater to the needs of business leaders (executives) who need additional business instruction (primarily theoretical knowledge). 

Sometimes an MBA is required when the business leader is going to move into a higher-level managerial role. 

It might be that the executive will needed enhanced business knowledge. 

It may also be that it is a positive signal to outside stakeholders when company leaders have impressive academic credentials. 

These programs are a very truncated in nature. 

Students may enroll full-time or part-time. 

Full-time students generally complete the MBA in six months or less. 

Part-time students may take as long as 1-2 years to complete the program. 

The programs focus heavily upon management theory and less upon technical skills. 

The programs depend heavily upon group participation. 

The work required is generally far less arduous than a full-time MBA program. 

Grading is generally given on a pass-fail basis, with a nearly 100% passage rate.

Business schools across the world offer a variety of specialized masters degrees. 

These degrees are generally attractive to individuals seeking to enter highly-competitive careers that require extensive, subject-matter knowledge as an entry-level, professional service provider. 

Some of the most common masters degree programs include:

Master of Accounting  

A Masters of Accounting of MAcc degree is very popular among individuals seeking CPA licensure. 

A CPA must take a minimum of 150 college credit hours, with 30 or more hours in the accounting discipline. 

The MAcc is highly desired by Big Four accounting firms.

Master of Business Analytics  

Masters of Analytics or similar degrees, such as decision analysis, data systems, etc., are becoming increasingly popular. 

These degrees prepare students for highly-technical careers in big data management. 

These programs are generally 24 to 30 credit hours. 

They may be hosted in business or math departments.

Master of Finance  

Masters in Finance degrees provide in-depth instruction in finance practice. 

The programs generally are 24 - 60 credit hours, and may be taken full of part time. 

These degrees tend to be far more technically involved than undergraduate-level courses. 

They generally required strong mathematical skills. 

Computational finance degrees require a degree of proficiency in computer programing.

Master of Human Resources  

Masters degrees in human resources are growing in popularity. 

While HR is not a highly technical field, it can be difficult to land positions within this field. 

As a means of separating ones self from other applicants, students are increasingly attending masters degree programs in the field. 

These programs are generally 24 - 30 credit hours.

Master of Marketing (Analytics) ?

Masters of marketing degrees are generally focused on the analytics and data computation side of marketing. 

This is in comparison to undergraduate marketing degrees, which generally focus on theory and practice aspects. 

It is well-suited for students seeking professional positions as marketing analysts. 

Master of Real Estate 

Masters of real estate degrees are are very specialized degrees focusing on commercial real estate transactions. 

They tend to be finance heavy, with a certain number of transactional courses on the contracting, construction, lease, and sale of commercial real estate.

Doctoral Degrees

Finally, the terminal degree in the field of business education is the doctorate degree. 

Traditionally, a doctorate degree is a researchers degree. This reality, however, is changing quickly. 

There are two common forms of business doctorate:

PhD  in Business 

A PhD or doctor of philosophy is a slightly more complicated form of degree than most people understand. 

First off, a PhD is a research-based degree. 

These programs generally require students to attend a minimum of 24 - 30 credit hours in substantive business courses at the masters degree level. 

The student will also take a number of courses on research methods. 

Also, the student will simultaneously enroll in courses directed by a PhD advisor. 

As part of these courses, the student will undertake directed research that will ultimately lead up to or integrate into a doctoral dissertation. 

The dissertation is either long treatise on the research topic or a series of research papers on the subject. 

Once the above-reference courses are completed, the student will generally focus (almost) exclusively on research for a period of 2 - 3 years. 

During this time, the student often teaches courses in the University and meets with her advisor. 

The advisor will provide feedback and review on the research process and methods throughout the process. 

Once the student is ready, she will apply for or select a dissertation committee. 

This group of (generally 3) individuals will serve as the reviewers and evaluators of the doctoral thesis. 

The PhD candidate will submit her work to the committee. 

She will also schedule a time to defend the work against committee review. 

If she is able to successfully appear before the committee and defend the merits of her work (both process, subject-matter, and results), the committee will approve or accept the dissertation. 

They committee will make recommendation to the business department and university to award the student a doctorate degree.

DBA  in Business 

A DBA or Doctorate of Business Administration is similar in nature to a PhD. 

The primary difference is that the DBA tends to be more practitioner focused than a PhD. 

That is, the student will generally take a prescribed combination of business and research courses. 

The student will still have a doctoral advisor and follow the dissertation review process. 

The subject-matter of the research is generally less theoretical and more related to practice or application. 

Many would say that the review process or less academically grueling than a PhD; however, there is a greater emphasis on the practical knowledge and competence of the doctoral candidate.

What is an Executive DBA ?

A more recent form of the DBA is the Executive DBA. 

As the name indicates, this program is oriented toward high-level industry professionals who have an interest in diving further into business theory and research practice. 

The program generally includes a series of substantive business and research courses. 

The student must also undertake a research paper - dissertation - to graduate. 

These research papers generally concern industry-specific issues that the executive desires to understand in greater detail. 

These programs are generally considered to be far less academically rigorous than a traditional DBA or PhD.

Degree Format

Another important thing to discuss concerning the structure of a business degree program is the method of delivery. 

Traditional Business Degree 

Traditionally, business programs are part of an academic institution with a physical location. 

Students either live on the college or university campus or commute to campus to attend classes. 

The traditional method of delivery is in-class lectures throughout an academic semester or quarter. 

The course will generally include assigned readings over which the professor will lecture. 

There may be homework assignments consisting of practice questions. 

The primary grades derive from completion of in-class or take-home examinations, research papers, attendance/class participation, homework completion, presentations, etc. 

Increasingly, traditional business programs are integrating digital resources into the classroom. 

It is now common for all course material to be integrated into a learning management platform that the student can access from any internet-enabled device. 

This allows for the use of video, audio, and interactive software to teach the course material. 

In fact, the major shift in textbook publishers is to provide online access to textbooks and other learning resources through an online content management platform controlled by the publisher. 

This has given way to the integration of hybrid and online courses within traditional business schools. 

Hybrid courses divide class sessions into traditional sessions and sessions delivered via information technology. 

Generally, the student will attend a reduced number of classroom lectures. 

In turn, they will spend greater time navigating online, learning resources. 

These resources generally include video presentation, practice problems, text material, and interactive software (such as gamified learning material). 

Online Business Degrees

The last 25 years has seen the emergence of educational programs that are completely online. 

Some of these programs are connected with established educational institutions, while others are complete independent.

Important Note : Before undertaking an online program, make certain that it is a reputable organization.  There are many private, for-profit education institutions that are widely known for taking advantage of students by offering poor quality instruction, few resources, etc.  There are also many diploma mills that award academic credit or degrees to students without maintaining academic standards for instruction or assessment of learning.  During my time in the military, I witnessed many soldiers take courses online.  Often the answers to course examinations would be readily available for purchase from other soldiers and individuals through the internet.  The student would receive academic credit for courses (and sometimes entire degrees) without completing even a fraction of the work traditionally required to earn that academic credit.  The student was satisfied with the outcome, as they used the degree for credit toward promotion rather than actually learning the course material being offered.

Online programs generally offer course instruction in a variety of formats. 

Live Sessions  

A common format is live sessions where a professor lectures to students through information technology systems. 

Some take it a step further and require students to travel to the school at the end of the grading period to take in-person examinations. 

This is generally regarded as the most high-quality format for an online degree. 

Students have access to the professor and other students in the course as learning resources. 

Grades are derived from traditional methods, such as examinations, research exercises, homework completion, etc. 

Recorded Sessions  

Another common format is where all course material (lectures, readings, practice questions, etc.) are posted online for the students completion in a learning management system. 

The system tracks the students rate of completion and performance. 

Professors may be assigned to the courses are resources - generally to grade work and to answer student questions. 

Programs of this nature often have a marginal (or sometimes negative) reputation in society. 

Those with a negative impression tend to be grouped together with the diploma mills that do little to maintain academic standards. 

While the learning resources provided to the student may be quality in nature, outside perception of ones degree is generally important for creating employment opportunities. 

Most employers indicate that, while they do ascribe value to an online degree, they generally consider it to be less valuable as a credential for an employees. 

With that being said, it is important to make certain that, if you intend to use the business degree as a credential to create additional opportunities, you should only consider programs that have demonstrated a given level of quality. 

Below we discuss accreditation of business programs. 

This can be a good indicator of program quality and reputation in industry.

Breaking Down Business School Courses

Business programs generally offer a similar selection of course offerings, based upon the major or concentration. 

In summary, the most common categories of course include:

• Management & Leadership
• Marketing (including Public Relations & Advertising)
• Operations (including Supply Chain Management)
• Information Systems (including Information Technology)
• Data and Decision Analysis (including Business Math)
• International Business
• Human Resources
• Real Estate
• Insurance & Risk Management
• Entrepreneurship

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• Learning Management System
• Do You Need a Business Degree (or Any Degree) to be Successful in Business?
• Business Degrees and Employers
• Hard Skills vs Soft Skills
• Options for a Business School Education
• Graduate Management Acceptance Test (GMAT)
• Graduate Record Examination (GRE)
• College Level Examination Program (CLEP)
• Structure of a Business Education
• Understanding MBA Programs
• Quality of Business Program
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• The Informative Blog

Business Education – Meaning, Types, Career, And More

Table of Contents

Business Education -– Meaning

Business education programs designing to provide students with the fundamental theories of management and production. The main goals of business teaching programs are to teach the procedures of decision making, philosophy, theory, and psychology of leadership; practical applications. These means range from formal educational degree programs, such as the Master of Business Management (MBA), to school-to-work opportunity systems or cooperative education. And commercial start-up and operational events.

Types of Business Education Programs

Traditional academic programs for business education contain college courses that teach students the basics of supervision.

Marketing, business ethics, accounting, and other related topics. These have helped in computer skills, e-commerce management, and other factors in managing a business within the global cheap.

Scholars can earn degrees ranging from an Associate degree in business to a PhD in business administration. Some programs may contain classwork only, while others—such as tech-prep and helpful educational programs, internships, and school-to-work opportunities—combine academics with on-the-job training.

Tech-Prep Programs in Business Education

A tech-prep program is a four-year planned order of study for a methodical field that student begins in their children’s year of high school. The program ranges through either two years of college in occupational education or a minimum two-year apprenticeship. Students who complete the program earn either permits or Associate degrees.

Cooperative education (co-op) is a program that offers students a combination of college courses and work experience related to their majors. Co-op programs are available in various business disciplines, e.g., information systems, accounting, and sales.

Participants enrol in a post-secondary educational program while employed in a related job—most co-op participants by their companies. The co-op program offers students the work experience to obtain full-time service after graduation. More than 1,000 post-secondary educational institutions and 50,000 employers participate in co-op programs through the United States.

Internships

Internships are related closely to co-op programs. Frequently, interns will complete the program separately from their academic setting rather than combining the two. However, the main difference is those who participate in internship programs as training to provide work experience.

Career Academies in Business Education

Career academies are occupationally absorbed high schools that cover “schools within colleges.” Mainly, they train high school juniors and seniors in environmental technology, applied electrical science, horticulture, and engineering. In addition to these schools, privately operated business schools grant certificates to students who complete their programs.

These business education plans provide participants with career paths for high-skill technical and professional occupations by formally linking secondary and post-secondary education and mixing academic and work-related learning.

Students who complete such programs gain an advantage over people who concentrate solely on the academic part of business education. Whichever route students use to acquire a basic knowledge of business skills and principles, ample opportunities exist to prepare them for business careers.

Certificate Programs in Business Education

A certificate program allows individuals to take a series of designated courses to receive a certificate of completion.

These programs are usually open to students registered in a college/university or the general public.

While these agendas do not generally carry the weight of a bachelor’s degree in a subject, they can be a useful signalling purpose to employers.

Note: Diploma agendas are usually dissimilar to expert certifications. Certifications typically come from industry organizations, such as the American Institute of Certified Public Accountants, the Project Management Institutes, or the Certified Financial Analyst Institute.

Bachelor’s Degrees 

A bachelor’s degree in business comes in a few forms.

It can be a bachelor of arts (BA) or a bachelor of science (BS).

While similar, a BS degree tends to be more technical than a BA.

A commercial degree generally entails 60 or more credit hours of general teaching and elective topics and approximately 60 credit hours in business sequences.

We converse the various types of commercial sequences further under.

Students can major in any quantity of subject-matter commercial areas, such as Accounting, Economics, Finance, Management, Marketing, etc., by taking 30 or more praise hours in that field of study.

Note: Here is an ever-increasing list of existing majors for business school scholars. This shift meets the increased demands for knowledge and training in specific subject-matter areas. Emerging effective programs include human resources, real estate, risk management, and data analysis.

Recently, Bachelor of Business Management (BBA) grades have become progressively general.

These plans offer a blend of business courses to provide a well-rounded business education.

Scholars can generally seek a concentration in a subject-matter area by completing a prescribed series of commercial courses (typically 18 praise hours) in that field.

Students in other schools within the college/college might seek a minor in a business field.

This requires the student to take a minimum number of courses (generally 6 to 8) in a punishment.

A minor is an excellent way of signing interest and ability in a field unrelated to one’s concentration.

Master’s Degree for Business Education

Commercial schools (mainly Universities) offer a variety of master’s degree programs in various business disciplines.

The most communal is the Master of Business Direction.

The MBA usually contains a mixture of business courses from the significant punishments, such as accounting, finance, marketing, economics, and organization.

Students can generally concentrate in a particular discipline by taking a designated series of courses.

The MBA has become a highly-prized accomplishment for business professionals.

Usually, an MBA from a trustworthy school signals a deeper thoughtful of a broad range of business knowledge.

Below we discuss business school reputation.

The MBA comes in a variety of presentations, including:

Around the clock MBA for Business Education

The progressions are to take place during the Spring and Fall semesters. This allows scholars to undertake a professional internship to separate the first and second academic years during the summer. Some full-time MBA plans are on the quarter system; but, the opportunity for training into the program.

Accelerated MBA for Business Education

As the name implies, the accelerated MBA takes place over a shorter period.

This happens by offering shorter, more-condensed courses. It often includes summer or winter semesters.

It generally needs slightly fewer glory hours than the full-time MBA, and there may not be an opportunity to start an internship.

Expert MBAs

An expert MBA for the working professional who wants to pursue a business degree simultaneously.

Courses usually take place over a quarter or semester, contingent upon the school’s academic calendar.

Some courses will span multiple moot periods, based upon the nature of the course donation.

The courses in the number of hours students must meet for classes.

The class sessions often occur during weekends (Saturdays) and last most of the day.

Scholars generally enrol in anywhere from 1 to 3 sequences each semester.

Also, the workload required of the expert MBA student is generally less arduous than the full-time or faster MBA programs.

This allows scholars to balance the program supplies with their day jobs.

Business Education efforts on learning and teaching about and for business, whether in preparation for consumer roles or producer of goods and services or as a skilled entrepreneur or employee of small and large companies.

At the same time, the research addresses the enormous scope of what people do and learn through life about business, economics, and finance.

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What an MBA Degree Is and What You Need to Know

An MBA is ideal for people who want to gain business skills and accelerate their careers.

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Building a professional network is among the key benefits of attending an MBA program.

College students and young professionals often wonder whether attending a top graduate business school will set them up for career success.

An MBA degree is a popular stepping stone to C-suite jobs at large corporations and an asset for budding entrepreneurs. It's a credential that appears on the resumes of numerous Fortune 500 executives , including Walmart president and CEO Doug McMillon, who earned his MBA at the University of Tulsa in Oklahoma, and CVS Health Corp. president and CEO Karen S. Lynch, an MBA alumna of Boston University's Questrom School of Business in Massachusetts.

But while many prominent business executives hold an MBA, the degree isn't a golden ticket to fame or fortune. Excelling in business requires initiative, creativity and effort, regardless of someone's academic pedigree, according to MBA experts.

"There's nothing about getting an MBA that doesn't require initiative from that point all the way through your career," says Elissa Sangster, CEO of the Forté Foundation, a nonprofit that encourages women to attend MBA programs and pursue ambitious career goals.

An MBA degree from a quality business school can help people break into certain highly competitive business sectors, such as Silicon Valley tech companies or the Wall Street finance industry , Sangster says. Prospective students who dream of working in major cities far from home can often benefit from earning their MBA at a nonlocal school, she adds.

"When you think about business school, there are so many great choices that are going to require you to pack up your apartment or your home and move across the country," Sangster says.

However, MBA hopefuls who have family commitments or want to stay at their current company may not want or need to attend a nationally renowned B-school if that means moving across the country, she acknowledges. Those who are more focused on gaining skills than adding cachet to their resume can benefit from attending a regional B-school.

For students who are intrigued by the possibility of earning an MBA degree but wonder whether it's a good fit, here's an outline of what they can expect to get out of an MBA program.

What 'MBA' Stands For

MBA is the common abbreviation for a Master of Business Administration degree, and recipients typically stop attending school after receiving it.

However, those who are interested in conducting business research may decide to pursue a doctorate in business or management. Such students can earn a Ph.D. or a Doctor of Business Administration degree, commonly known as a DBA.

The Cost of an MBA

Annual tuition and fees are far higher at some ranked, full-time MBA programs than others. The most expensive programs ranked by U.S. News charged yearly rates of $80,000 or more in the 2022-2023 school year, while the least costly programs were below $20,000. Three ranked programs – the Louisiana Tech University College of Business , the Earl G. Graves School of Business at Morgan State University in Maryland and the College of Business and Economics at North Carolina A&T University – charged less than $10,000 for in-state students.

Top business schools tend to have higher tuition and fees than schools further down the rankings. But this isn't always the case, and cost differences sometimes exist between B-schools that rank similarly. For example, Columbia Business School in New York charged $83,978 for tuition and fees for the 2022-2023 academic year, but the two schools it tied with for 11th place in the the overall U.S. News MBA rankings charged less. Duke University's Fuqua School of Business in North Carolina charged $74,737, while the University of California, Berkeley's Haas School of Business charged $76,433 for out-of-state students and $67,424 for in-state students.

Sticker prices are typically lower at public schools than private schools, especially for in-state students. However, advertised MBA costs can be misleading, since many students receive merit scholarships or need-based financial aid.

Partial and full-ride MBA scholarships exist, but they are competitive. Some MBA scholarships are reserved for specific populations of applicants such as women, students of color, active-duty military personnel and military veterans . But there are also scholarships open to any applicant, regardless of background or profession.

The Average MBA Salary and Bonus

Starting salaries and signing bonuses vary greatly among MBA graduates, with alumni of highly ranked B-schools in the 2023-2024 U.S. News Best Business Schools rankings earning notably more than their peers who graduated from lower-ranked schools.

Among the 10 ranked B-schools where the average salary and bonus were highest, the overall average compensation was $193,159, up nearly $20,000 from the previous year among the top 10 programs. At the 10 ranked B-schools where the average salary and bonus were lowest, the overall average compensation was $53,511, down more than $2,000 from the previous year among bottom 10 programs.

How Long It Takes to Get an MBA

A full-time MBA program typically lasts two years, though many accelerated full-time MBA programs take a single year. This fast-paced type of MBA is common, especially at non-U.S. business schools .

Part-time and executive MBA programs vary in length, depending on how many credits a student enrolls in each academic semester or quarter. Executive and part-time MBA programs are designed for working professionals who are attending school while maintaining a full-time job.

MBA Admission Requirements

MBA applications typically include standardized test scores, resumes , academic transcripts, essays and recommendation letters .

Many B-schools will accept either GMAT or GRE test scores. However, there are some test-optional MBA programs where applicants do not need to submit business school entrance exam scores. Additionally, some B-schools that ordinarily require test scores will waive that requirement for applicants who qualify based on impressive work experience or a solid college GPA.

B-schools occasionally invite applicants to interviews and sometimes require applicants to submit video essays. And most programs prefer MBA applicants who have significant work experience, though some programs are designed for recent college graduates.

MBA admissions officers generally like to see evidence of career progression in an MBA application, meaning that the applicant gradually took on more professional responsibility. It's also helpful if applicants have success stories about how they were able to contribute to their current company, past employers, college campus or local community, experts say.

Types of MBA Degrees

There are multiple types of MBA programs to choose from, including full-time, part-time and executive MBA programs. Each type is appropriate for a different kind of student, says Rebecca Horan, a former admissions officer for the executive MBA program at NYU's Stern School of Business .

A full-time MBA program is an all-consuming educational experience that allows students to reset their career trajectories, Horan says. "You can use it to accelerate your career and you can also use it to do a career switch, because it is such an intensive, all-in program."

That said, a part-time program may be a better fit for someone satisfied with his or her career path but who wants to move up at work, especially if the company is willing to subsidize the cost of the program, Horan says. People who are happy with their current jobs may not want to leave to pursue a full-time MBA program, she says.

Executive MBA programs, Horan adds, are designed for seasoned businesspeople who want to leap to the next level in their career and increase their leadership skills.

One-year, full-time MBA programs typically cost less than two-year programs, but the speed of these programs means that students must carry a heavy academic workload.

MBA Concentrations and Specializations

MBA programs generally offer a range of concentrations or specializations that allow students to acquire expertise in a specific aspect of business, such as finance or technology.

MBA hopefuls should decide which topic to specialize in based on what skills would help them improve their work performance and which specialties are most likely to increase their job opportunities, experts say. MBA graduates with in-demand specializations are generally paid higher wages than their peers.

How to Prepare for an MBA

It's important for aspiring students to figure out their general career goals before pursuing an MBA program so they can capitalize on their program's on-campus recruitment opportunities, Horan says. MBA recruiters often visit business school campuses shortly after MBA programs start.

According to Sangster, college students who know they are interested in business school should take the GMAT or GRE as soon as possible. MBA hopefuls are likely to perform best on standardized tests while they are still students, as opposed to after they have spent years in the workforce, she says.

MBA hopefuls should be aware that the GMAT structure is changing beginning in late 2023. The test will be about an hour shorter, the analytical writing section will be removed and the questions will focus more heavily on business principles and skills.

What You Learn in an MBA Program

MBA programs help students develop the skills required to excel as business executives, such as the ability to quickly and accurately analyze large amounts of information. MBA programs also teach students how to inspire and motivate people and command respect, skills that are vital for those who want to tackle ambitious business projects that require teamwork, MBA faculty say.

"An MBA degree is designed to teach everything needed to run your own business," Michael Provitera, an associate professor of organizational behavior at Barry University in Florida who has an MBA and a DBA, wrote in an email. "However, the program caters to managers that want to become leaders and students aspiring to climb the corporate ladder."

Phyllis Zimbler Miller, who received her MBA in finance from the Wharton School at the University of Pennsylvania in 1980, says she has greatly benefited from the lessons she learned in MBA courses decades ago.

"Every day of my life since then I have used my graduate business education, which provides an effective mindset and framework for looking at situations and acting on these situations – both professional and personal – that is not provided in most undergraduate education," Zimbler Miller, a screenwriter, author, playwright and podcaster, wrote in an email.

What Classes Are Included in an MBA

An MBA typically includes courses in accounting, finance, marketing, organizational behavior, economics, management and business ethics.

The breadth of the MBA curriculum is something that James Reeves, a senior manager and sustainability strategy lead for the American Honda Motor Company, says he appreciated about his MBA experience at the University of Chicago's Booth School of Business . The MBA program Reeves completed in 2013 offered him exposure to multiple aspects of business and didn't pigeonhole him into a specific career track, he says.

The variety of courses was a selling point for him, Reeves says, though someone who wants to become a subject matter expert may be frustrated by the fact that an MBA covers so much material. His MBA provided a big-picture understanding of business and is useful as he consults with the C-suite and members of boards of directors, he adds.

"Now, because of my education, I'm easily able to speak their language, present data to them in the way they're used to receiving information, and get my point across in a way that creates advocates for my point of view," Reeves wrote in an email.

According to Horan, a top-notch MBA program not only offers theoretical lessons in how business works, but also experiential learning opportunities where students do meaningful business projects for actual companies.

Horan, a brand strategist who earned her MBA at NYU, says that during her MBA program she worked on a marketing campaign for a chocolate company that needed to increase sales during the slow summer months. Such projects help MBA students gain real-world skills, she says.

When to Combine an MBA With Another Grad Degree

Before pursuing an MBA and another degree in a dual-degree or joint-degree program, prospective students should think seriously about whether they need two graduate degrees. Earning two degrees at once is psychologically and financially taxing, so it's not right for everybody, B-school alumni say.

However, it could be a good choice for people who have a serious plan about how they would use both degrees. For example, someone who wants to run a hospital may wish to combine an MBA with a degree in a health-care field, while a person who intends to run an arts organization might decide to pair an MBA with a Master of Fine Arts, or MFA , credential.

"Don't fall in love with the idea that you want to get into that type of program for vanity reasons, meaning that you want that J.D.-MBA because it would look really good on your resume," Reeves says.

People contemplating a J.D.-MBA should know that business executives and business lawyers tend to have different mindsets, Sangster says. Corporate leaders typically are willing to take bold risks if those opportunities could result in hefty profits, she explains. Meanwhile, corporate attorneys usually strive to minimize risks, since their job is to recognize the potential for legal harm and mitigate the possibility of penalties.

For that reason, it can be hard to combine those two disciplines, she says.

Is an MBA Worth It?

"An MBA degree is not a password into a secret society," Reeves says. "Success doesn't just find you because of your degree. You will still work just as hard as you did before the degree and I might even say you have to work harder because you're working on more complex, higher-stakes assignments."

The greatest benefit of an MBA degree is the relationships students forge with their classmates and faculty, says Nirav Mehta, senior associate director for MBA admissions at the University of Southern California's Marshall School of Business .

"The MBA degree's real value comes from membership in a lifelong learning community and access to the alumni network," Mehta wrote in an email. "The overall network serves (as) an active source of personal and professional support. The connections that one makes through the MBA program can be life-changing, and these relationships help to facilitate career transitions long after graduation."

Searching for a business school? Get our complete rankings of Best Business Schools.

Check Out the Top 40 Business Schools

Should You Get an MBA Degree?

• Is an MBA Worth It? How to Decide
• MBA Deadlines: When to Apply to B-School
• Find B-Schools That Lead to Good Jobs
• 7 Hot Jobs for MBA Graduates

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The Best Business Degree Programs

Genevieve Carlton

Contributing Writer

Learn about our editorial process .

Updated April 2, 2024

Reviewed by

TBS Rankings Team

Contributing Reviewer

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Are you ready to discover your college program?

Students have a lot of options when it comes to earning a business degree. Business is the most popular major for undergraduates, according to the National Center for Education Statistics . A business degree prepares graduates for careers in many industries, including healthcare, marketing, information technology, and financial services. Business graduates often enjoy above-average salaries and strong job growth.

This article explores business degrees at every level, helping illuminate what you can do with a business degree and what your future earning potential could be.

Featured Bachelor's Degrees in Business

Best business programs.

The school and/or program descriptions below were drafted using natural language generation technology and have been edited for clarity and accuracy. The data is primarily sourced from government databases such as IPEDS – see sources section for more details.

We use trusted sources like Peterson's Data and the National Center for Education Statistics to inform the data for these schools. TheBestSchools.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site. from our partners appear among these rankings and are indicated as such.

#1 The Best Business Degree Programs

New York University

• New York, NY
• Online + Campus

New York University is a private research university located in New York City. Its undergraduate and graduate programs are comprehensive and cover many academic fields. New York University's degrees are designed to empower learners with the skills and knowledge required to thrive in the ever-evolving business industry.

With 52,775 enrollees, this institution offers a vibrant and diverse campus community that strives for academic excellence, social engagement, and personal growth. At the institution, there is one faculty member for every eight students. The admission rate is 21%, while the graduation rate is 88%.

Since NYU is a private university, the cost of tuition is the same whether the degree-seekers is an in-state or out-of-state resident. The annual cost of tuition for undergraduates is $52,204 for both in-state and out-of-state enrollees. For graduate learners, in-state tuition costs $34,704 per year.

Individuals who attend New York University can apply for scholarships, grants, and loans. Around 65% of the student body receives some form of financial aid, while 27% uses loans to finance their education.

#2 The Best Business Degree Programs

Brigham Young University

Brigham Young University, a private research university, is located in Provo, Utah. Its undergraduate and graduate programs are comprehensive and cover many academic fields. Brigham Young University's degrees are designed to provide participants with the skills and knowledge they need to succeed in the workforce.

The school enrolls 36,461 students, providing them with a vibrant and diverse campus community that promotes academic excellence, social engagement, and personal growth. At the institution, there is one faculty member for every 21 enrollees. The admission rate is 69%, while the graduation rate is 75%.

As a private institution, Brigham Young University offers the same tuition rates for in-state and out-of-state learners. For undergraduates, the yearly cost of tuition is $5,970, while graduate degree-seekers pay around $7,510 for tuition each year.

Attendees of Brigham Young University have access to financial aid options, such as scholarships, grants, and loans. Around 71% of students receive some form of financial aid, and 13% take out loans to finance their education.

#3 The Best Business Degree Programs

The University of Texas at Austin

The University of Texas at Austin is a public research university offering comprehensive and rigorous undergraduate and graduate programs that cover many academic disciplines. The business degrees at The University of Texas at Austin are tailored to equip participants with the skills and knowledge needed to excel in the competitive world of business.

With a student population of 50,476, the university provides learners with a vibrant and diverse campus community that fosters academic excellence, social engagement, and personal growth. The student-to-faculty ratio at this institution is 17-to-1. The admission rate is 32%, while the graduation rate is 88%.

Tuition rates vary based on the enrollees' residency status. Annual tuition for in-state undergraduates is $11,448 while those out-of-state pay $40,032. The yearly cost of tuition for graduate students is $12,028 for in-state and $22,886 for out-of-state.

The University of Texas at Austin provides a range of financial aid options for degree-seekers, including scholarships, grants, and loans. The average financial aid package awarded is $10,474. Approximately 66% of students receive assistance to pay for their education, and 30% take out loans.

#4 The Best Business Degree Programs

The University of Notre Dame

• Notre Dame, IN

The University of Notre Dame, a private research university, is based out of Indiana. It offers undergraduate and graduate degrees across a wide variety of academic fields. The business programs at the University of Notre Dame are tailored to equip learners with the practical skills and insights to excel in business.

With 12,809 students, this institution offers a vibrant and diverse campus community that strives for academic excellence, social engagement, and personal growth. At this institution, there is one faculty member for every nine enrollees. It has a 19% admission rate and a 97% graduation rate.

Since the school is private, the tuition rates are not based on the degree-seeker's residency status as in-state or out-of-state. For undergraduates, the annual tuition is $57,192, while annual tuition for graduate learners is $57,050.

The University of Notre Dame provides financial assistance in various forms, such as scholarships, grants, and loans. Around 68% of enrollees received some form of financial aid, and 31% took out loans to finance their education.

#5 The Best Business Degree Programs

Emory University

• Atlanta, GA

Emory University is a private research university located in Atlanta, Georgia. Undergraduate and graduate degrees are available in many academic fields. The business degree options at Emory University are tailored to equip participants with the skills and practical knowledge required to excel in various industries.

The school enrolls 13,997 attendees and provides them with a vibrant and diverse campus community that promotes academic excellence, social engagement, and personal growth. It has a student-to-faculty ratio of nine-to-one. The admission rate is 19%, while the graduation rate is 90%.

Since Emory is a private institution, tuition rates do not vary based on whether a degree-seeker is an in-state or out-of-state resident. Annual tuition for undergraduates is $53,070, and for graduate learners, tuition costs $43,800 per year.

Financial aid options at Emory University include scholarships, grants, and loans. Approximately 58% of enrollees receive assistance to pay for their education, and 29% of students report taking out loans to finance their education. 

#6 The Best Business Degree Programs

The University of Utah

• Salt Lake City, UT

The University of Utah, a public research university, is located in Salt Lake City. The school provides undergraduate and graduate degree options in a wide array of academic fields. The University of Utah's business programs are designed to empower graduates with the skills and knowledge required to thrive in the ever-evolving business world.

With a student population of 33,081, the university provides learners with a vibrant and diverse campus community that fosters academic excellence, social engagement, and personal growth. The student-to-faculty ratio at this institution is 17-to-1. The admission rate is 79% and the graduation rate is 67%.

The cost of tuition differs depending on whether the degree-seeker is an in-state or out-of-state resident. Annual in-state tuition for undergraduates is $7,412, whereas out-of-state tuition is $26,017. Graduate learners pay $6,666 per year for in-state tuition and $23,537 for out-of-state tuition.

Students at the University of Utah can apply for scholarships, grants, and loans. The average financial aid awarded is $7,560. Around 87% of attendees receive some form of financial aid, and 28% take out loans to finance their education.

#7 The Best Business Degree Programs

The University of Texas Rio Grande Valley

• Edinburg, TX

The University of Texas Rio Grande Valley is a public research university located in Edinburg. It provides undergraduate and graduate degrees that span a diverse range of academic fields. The school's business programs are designed to provide graduates with the skills and knowledge they need to succeed in the workforce.

With a student population of 32,441, the university provides attendees with a vibrant and diverse campus community that fosters academic achievement, social engagement, and personal growth. The student-to-faculty ratio at this institution is 21-to-1. The admission rate is 82% and the graduation rate is 47%.

Tuition rates vary based on the enrollee's residency status. For undergraduates, the yearly cost of in-state tuition is $7,233 and out-of-state tuition is $17,049. Annual in-state tuition for graduate degree-seekers is $6,458, while out-of-state tuition is $13,820.

Financial aid options at The University of Texas Rio Grande Valley include scholarships, grants, and loans. Generally, the amount of financial aid awarded is around $9,910. Around 95% of learners receive some form of financial aid, and 34% take out loans to finance their education.

#8 The Best Business Degree Programs

The University of Central Florida

• Orlando, FL

The University of Central Florida is a public research university located in Orlando. Its undergraduate and graduate degree options are comprehensive and cover many academic fields. The school's business programs are designed to provide participants with the skills and knowledge they require to succeed in the business world.

With 71,881 enrollees, this institution offers a vibrant and diverse campus community that strives for academic excellence, social engagement, and personal growth. At this institution, there is one faculty member for every 31 learners. It has a 45% admission rate and a 74% graduation rate.

Tuition varies depending on whether the degree-seeker is an in-state resident or not. For undergraduates, annual in-state tuition is $4,478, while out-of-state tuition is $19,810. For graduate students, in-state tuition costs $6,916 per year, while out-of-state tuition costs $25,759.

The University of Central Florida provides financial assistance in various forms, such as scholarships, grants, and loans. Generally, the amount of financial aid awarded is approximately $10,192. Around 94% of attendees receive some form of financial aid, and 31% take out loans to finance their education.

#9 The Best Business Degree Programs

Texas A&M University-Central Texas

• Killeen, TX

Texas A&M University-Central Texas is a public research university located in Killeen. It offers undergraduate and graduate degrees across a wide variety of academic fields. The business programs at Texas A&M University-Central Texas are tailored to equip graduates with the skills and knowledge needed to excel in the competitive business world.

With 2,339 attendees, this institution offers a vibrant and diverse campus community that strives for academic excellence, social engagement, and personal growth. The student-to-faculty ratio for classes at this institution is 16 participants for each faculty member.

Texas A&M University-Central Texas offers different tuition rates for in-state and out-of-state students. For undergraduates, annual in-state tuition is $6,425, while out-of-state tuition is $16,241. Annual in-state tuition for graduate learners is $5,515, while out-of-state tuition is $12,877.

Degree-seekers at Texas A&M University-Central Texas can apply for scholarships, grants, and loans. The average financial aid package is around $8,032. According to reports, many enrollees receive some form of financial aid, and 53% take out loans to finance their education.

#10 The Best Business Degree Programs

Wake Forest University

• Winston-Salem, NC

Wake Forest University, a private research university, can be found in Winston-Salem, North Carolina. It offers undergraduate and graduate degree options across a wide variety of academic fields. Wake Forest University's business programs are designed to equip graduates with the skills, practical experience, and knowledge needed to succeed in modern business.

With a student population of 8,789, the school provides attendees with a vibrant and diverse campus community that fosters academic excellence, social engagement, and personal growth. At this institution, there is one faculty member for every 11 learners. The admission rate is 32% and the graduation rate is 89%.

As a private university, the tuition rate is not based on the enrollee's residency status. The annual tuition for undergraduates is $56,722, and the yearly cost of tuition for graduate degree-seekers is $38,650.

Students at Wake Forest University can apply for scholarships, grants, and loans. Nearly 44% of learners are granted some form of financial assistance, and 20% report borrowing money to cover their tuition fees.

#11 The Best Business Degree Programs

The Pennsylvania State University

• University Park, PA

Penn State is a public research university located in University Park. Its undergraduate and graduate programs are comprehensive and cover many academic fields. The school's business degrees are designed to provide graduates with the skills and practical knowledge to excel in business across various industries.

The school enrolls 89,816 students and provides them with a vibrant and diverse campus community that promotes academic excellence, social engagement, and personal fulfillment. The school's classes have a student-to-faculty ratio of 15 participants per faculty member. The admission rate is 78% and the graduation rate is 73%.

The cost of tuition differs depending on whether the enrollee is an in-state resident or not. The annual cost of tuition for undergraduates is $15,025 for in-state degree-seekers and $24,413 for their out-of-state peers. Graduate learners pay $22,464 per year for in-state tuition and $38,198 for out-of-state tuition.

Financial aid options at Penn State include scholarships, grants, and loans. The average financial aid package is $8,163. Around 75% of students receive some form of financial aid, and 47% of enrollees take out loans to finance their education.

#12 The Best Business Degree Programs

Brigham Young University–Hawaii

Brigham Young University–Hawaii is a private research university located in Laie. It offers undergraduate and graduate programs across many academic fields. The business degrees at Brigham Young University–Hawaii are tailored to equip graduates with the practical skills and knowledge needed to excel in modern business.

With 3,180 enrollees, this institution offers a vibrant and diverse campus community that encourages academic achievement, personal growth, and social engagement. The student-to-faculty ratio for classes at this institution is 16 participants per faculty member. It has a 75% admission rate and a 67% graduation rate.

Since the school is a private institution, the cost of tuition does not differ depending on whether the student is an in-state or out-of-state resident. Annual tuition for undergraduates is $5,890.

Brigham Young University–Hawaii provides a variety of financial aid options for degree-seekers, including scholarships, grants, and loans. Around 79% of learners receive some form of financial aid, and 12% take out loans to finance their education.

#13 The Best Business Degree Programs

The University of Maryland, College Park

• College Park, MD

The University of Maryland, College Park is a public research university offering undergraduate and graduate programs in many academic fields. To prepare graduates for the world of modern business, the school's business degrees are tailored to equip participants with the skills and knowledge necessary to succeed. 

With 40,709 enrollees, this institution offers a vibrant and diverse campus community that values social engagement, personal growth, and academic excellence. At the institution, there is one faculty member for every 17 students. It has a 51% admission rate and an 87% graduation rate.

The tuition rates at the university are based on the degree-seeker's residency status. For undergraduates, annual in-state tuition is $8,824, while out-of-state tuition is $34,936. Annual in-state tuition for graduate learners is $13,158, while out-of-state tuition is $29,250.

The University of Maryland, College Park provides a variety of financial aid options, including scholarships, grants, and loans. The average financial aid awarded is $9,799. Around 67% of attendees receive some form of financial aid, and 28% take out loans to finance their education.

#14 The Best Business Degree Programs

Indiana University Bloomington

• Bloomington, IN

Indiana University Bloomington is a public research university offering undergraduate and graduate program options across many different academic fields. Individuals pursuing business degrees at IU can expect to receive exceptional training that prepares them to excel in today's demanding business world.

The student population of 43,064 benefits from a vibrant and diverse campus community that fosters academic achievement and personal growth. At this institution, there is one faculty member for every 16 class participants. The school has an 80% admission rate and an 80% graduation rate.

Tuition rates are based on the enrollee's residency status. For undergraduates, the yearly cost of in-state tuition is $9,815 and out-of-state tuition is $36,194. The yearly cost of tuition for graduate learners is $9,786 for in-state and $31,932 for out-of-state.

Indiana University Bloomington provides many different financial aid options for students, including scholarships, grants, and loans. Generally, the amount of financial aid awarded is around $12,379. Around 80% of degree-seekers receive some form of financial aid, and 30% report taking out loans to finance their education.

#15 The Best Business Degree Programs

The University of Mississippi

• University, MS

The University of Mississippi is a public research institution that provides undergraduate and graduate programs that span a wide variety of academic fields. Students pursuing business degrees at the University of Mississippi can expect to receive exceptional training that prepares them to excel in today's demanding business world.

The school enrolls 21,014 learners and provides them with a vibrant and diverse campus community that values academic excellence, social engagement, and personal achievement. At this institution, there is one faculty member for every 16 attendees. The admission rate is 88% and the graduation rate is 67%.

Degree-seekers' residency status determines their tuition rates. Annual in-state tuition for undergraduates is $8,718, whereas out-of-state tuition is $24,990. Annual in-state tuition for graduate enrollees is $8,718, while out-of-state tuition is $24,989.

Scholarships, grants, and loans are among the various financial aid options offered to students. The average financial aid awarded is $12,036. Around 87% of learners receive some form of financial aid, and 36% take out loans to finance their education.

#16 The Best Business Degree Programs

The University of Texas at Dallas

• Richardson, TX

The University of Texas at Dallas, a public research university, is located in Richardson. It provides undergraduate and graduate degree options that span a wide variety of academic fields. Individuals pursuing business degrees at The University of Texas at Dallas can expect to receive exceptional training that prepares them to excel in today's demanding business world.

With 28,669 enrollees, this institution offers a vibrant and diverse campus community that strives for academic excellence and personal achievement. The student-to-faculty ratio at this institution is 25 attendees per faculty member. The admission rate is 79% and the graduation rate is 69%.

The cost of tuition differs depending on whether the student is an in-state resident or not. For undergraduates, annual in-state tuition is $13,992, while out-of-state tuition is $38,970. Annual in-state tuition for graduate degree-seekers is $14,560, while out-of-state tuition is $28,610.

Financial aid options at The University of Texas at Dallas include scholarships, grants, and loans. The average financial aid awarded is $16,185. Approximately 82% of learners receive assistance to pay for their education, and 38% report taking out loans to finance school.

#17 The Best Business Degree Programs

The University of Arizona

The University of Arizona, a public research university, can be found in Tucson. It offers undergraduate and graduate degree options that span many different academic fields. The business programs offered at the University of Arizona provide graduates with the skills and knowledge necessary to thrive in a competitive world of business.

With a student population of 45,601, the school provides attendees with a vibrant and diverse campus community that fosters personal growth, academic excellence, and social engagement. The student-to-faculty ratio at this institution is 15 participants per faculty member. The admission rate is 85% and the graduation rate is 65%.

The University of Arizona offers different tuition rates depending on learners' residency. Annual in-state tuition for undergraduates is $10,990, whereas out-of-state tuition is $33,273. Graduate degree-seekers pay around $11,938 for in-state tuition or $32,065 for out-of-state tuition each year.

The University of Arizona provides financial aid options for enrollees, including scholarships, grants, and loans. The average financial aid package comes to $12,472. Around 95% of students receive some form of financial aid. and 33% take out loans to finance their education.

#18 The Best Business Degree Programs

Citrus College

• Glendora, CA

Citrus College, a public research university, can be found in Glendora, California. It offers undergraduate and graduate degrees across many different academic fields. The business programs give graduates with the skills, experience, and practical knowledge necessary to thrive in modern business.

The school enrolls 11,863 students, providing them with a vibrant, diverse, and engaged campus community that promotes academic excellence and personal growth. The student-to-faculty ratio at this institution is 27 participants per faculty member.

The college offers different tuition rates for in-state and out-of-state students, with the annual cost of in-state undergraduate tuition being $1,104 and out-of-state being $8,472.

Citrus College provides financial assistance in various forms, such as scholarships, grants, and loans. The average financial aid awarded is $5,615. Approximately 73% of students receive assistance to pay for their education, while 1% report taking out loans.

#19 The Best Business Degree Programs

Northeastern University

Northeastern University, a private research university, can be found in Boston, Massachusetts. It provides undergraduate and graduate programs that span a diverse variety of academic fields. The business degrees are tailored to equip graduates with the practical skills and knowledge needed to excel in the competitive world of business.

With a student population of 22,905, the school provides attendees with a vibrant, diverse, and active campus community that fosters academic excellence and personal growth. At this institution, there is one faculty member for every 14 participants. The admission rate is 20%, while the graduation rate is 90%.

Since the institution is private, the cost of tuition does not vary due to the student's resident status. The annual cost of tuition for both in-state and out-of-state undergraduates is $54,360. For graduate learners, the tuition costs $25,264 per year.

Degree-seekers at Northeastern University can apply for scholarships, grants, and loans. Around 82% of students receive some form of financial aid, and 30% of enrollees report taking out loans to finance their education.

#20 The Best Business Degree Programs

Moorpark College

• Moorpark, CA

Moorpark College is a public research university located in Moorpark, California. It provides undergraduate and graduate programs in a wide array of academic fields. Individuals pursuing business degrees at Moorpark College can expect to receive comprehensive training that prepares them to thrive in today's competitive business world.

The student population of 14,361 benefits from a vibrant and diverse campus community that fosters academic excellence while promoting social engagement and personal growth. The student-to-faculty ratio at this institution is 33 participants per facility member.

The college offers different tuition rates for in-state and out-of-state learners. Annual tuition for undergraduates is $1,340 for in-state residents and $7,344 for their out-of-state peers.

Moorpark College provides financial assistance in various forms, such as scholarships, grants, and loans. The average financial aid package is $4,397. Around 59% of degree-seekers receive some form of financial aid, and 1% report taking out loans to finance their education.

What Kinds of Business Degrees Are There?

Students can earn business degrees at the associate, bachelor's, master's, or doctoral levels. Each degree can provide focused training for specific business career paths after graduation. For example, graduates with bachelor's degrees qualify for entry-level positions like operations research analyst and budget analyst. Supervisory roles like financial manager or marketing manager often require a master's degree in business .

Professionals can increase their earning potential and job opportunities by earning higher degrees. As the following chart shows, professionals with bachelor's degrees in business earn more than those with associate degrees, and individuals with master's degrees earn more than those who completed undergraduate programs.

Some roles also require graduate-level degrees. For example, many employers prefer to hire managers and executives with MBAs or master's degrees in management.

Associate Degree in Business

An associate degree program in business offers foundational knowledge in areas like finance, marketing, and management, enabling students to kick-start their careers in the business world. It's ideal for those seeking a shorter, cost-effective pathway to employment or future studies.

With this degree, graduates can pursue diverse roles such as office manager, sales supervisor, or customer service specialist. It also provides a stepping stone for those planning to earn a bachelor's degree, expanding their career prospects and earning potential.

Bachelor's Degree in Business

A bachelor's degree in business equips students with a robust understanding of business principles, including management, marketing, economics, and entrepreneurship. The degree opens doors to many career opportunities and enhances earning potential.

Graduates can pursue careers in fields like finance, marketing, human resources, and operations management. They may become financial analysts, marketing managers, or business consultants. The degree also provides a solid foundation for those interested in entrepreneurial ventures or postgraduate study.

Master's Degree in Business

A master's degree in business, often an MBA , imparts advanced knowledge of business concepts, managerial competencies, and leadership skills. It provides a competitive edge in the job market and significantly boosts earning potential.

With this degree, graduates can ascend to higher-level management and leadership roles across industries and find jobs as CEOs, project managers, or strategy consultants. It's also a preferred qualification for aspiring entrepreneurs. The degree offers networking opportunities with industry professionals, further enhancing career prospects.

Doctoral Degree in Business

A doctoral degree in business is a good fit for those seeking to understand business from an academic perspective. In these programs, students develop their analytical capabilities and research skills, enabling in-depth exploration of complex business issues.

Graduates often pursue careers in academia, becoming professors or researchers. Alternatively, they may opt to pursue high-level executive roles or jobs as consultants or policy-makers in corporate or public sectors. Along with this degree also comes prestige and credibility, enhancing a graduate's career prospects and earning potential.

Popular Business Majors

Business administration.

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Bachelor's in Accounting

A bachelor's program in accounting provides comprehensive knowledge of financial principles and tax regulations.

Graduates can become accountants, auditors, or financial analysts in various sectors.

According to July 2023 Payscale data , the average annual salary for accountants is $55,630.

A degree in business administration provides a broad understanding of business operations, management, and strategy.

Graduates can pursue roles like operations manager, business consultant, or financial analyst.

According to July 2023 Payscale data , the average annual salary for an operations manager is $70,950.

Bachelor's in Data Analytics

A bachelor's in data analytics gives students the skills necessary to interpret complex data sets.

Graduates can pursue roles as data analysts, business intelligence analysts, or data scientists in various industries.

According to July 2023 Payscale data , the average annual salary for a data analyst is $65,960.

Bachelor's in Economics

A bachelor's in economics provides a deep understanding of economic principles and forecasting.

Graduates can work as economists, financial advisors, or market research analysts.

According to July 2023 Payscale data , the average annual wage for economists is $87,720.

Bachelor's in Entrepreneurship

A bachelor's in entrepreneurship cultivates skills for creating and managing businesses. Graduates may launch their own startups or take on roles as business consultants or managers.

Salaries vary widely, depending on the success of your entrepreneurial ventures. According to July 2023 Payscale data , the average annual wage for a business consultant is $79,520.

Featured Online Bachelor's in Entrepreneurship Programs

Bachelor's in finance.

A bachelor's in finance teaches students about investment strategies, financial planning, and market analysis.

Graduates often become financial analysts, financial advisors, or portfolio managers.

According to July 2023 Payscale data , the average annual salary for a financial analyst is $65,530.

Featured Online Bachelor's in Finance Programs

Bachelor's in forensic accounting.

A bachelor's in forensic accounting hones skills in financial investigation and fraud detection.

Graduates typically work as forensic accountants, fraud investigators, or litigation support professionals.

According to July 2023 Payscale data , the average annual salary for a forensic accountant is $73,710.

Bachelor's in Healthcare Management

A bachelor's in healthcare management offers expertise in healthcare systems and business principles.

Graduates may become healthcare administrators, medical services managers, or health consultants.

According to July 2023 Payscale data , the average annual salary for a healthcare manager is $72,180.

Bachelor's in Hospitality Management

A bachelor's in hospitality management prepares students for leadership roles in hotels, restaurants, or event planning.

Graduates can become hotel managers, event coordinators, or tourism directors.

According to July 2023 Payscale data , the average annual salary for a hotel manager is $51,540.

Featured Online Bachelor's in Hospitality Management Programs

Bachelor's in human resources.

A bachelor's in human resources prepares students to manage workforce needs and issues.

Graduates often become human resource managers, recruiters, or employee relations specialists.

According to July 2023 Payscale data , the average annual salary for a human resources manager is $72,400.

Bachelor's in International Business

A bachelor's in international business imparts knowledge about global business practices and strategies.

Graduates can work as international trade specialists, foreign affairs analysts, or global product managers.

According to July 2023 Payscale data , the average annual salary for an international trade specialist is $70,020.

Bachelor's in Internet Marketing

A bachelor's in internet marketing focuses on digital advertising strategies and analytics. Graduates often work as digital marketers, SEO specialists, or social media managers.

According to January 2022 Payscale data , the average annual salary for an internet marketing specialist is $43,380.

Bachelor's in Management

A bachelor's in management provides an understanding of organizational leadership and operations.

Graduates can become operations managers, management analysts, or project coordinators.

According to June 2023 Payscale data , the average annual salary for a management analyst is $72,650.

Featured Online Bachelor's in Management Programs

Bachelor's in marketing.

A bachelor's program in marketing teaches students about consumer behavior, market research, and branding strategies.

Graduates can work as marketing managers, market research analysts, or advertising specialists.

According to June 2023 Payscale data , the average annual salary for a marketing manager is $71,060.

Bachelor's in Nonprofit Management

A bachelor's in nonprofit management equips students to lead mission-driven organizations effectively.

Graduates may become nonprofit directors, program managers, or fundraising coordinators.

According to July 2023 Payscale data , the average salary for a fundraising coordinator is $48,380.

Bachelor's in Operations Management

A bachelor's in operations management imparts skills for overseeing production and business operations.

Graduates can become operations managers, logistics coordinators, or supply chain analysts.

According to July 2023 Payscale data , the average annual salary for a supply chain analyst is $65,310.

Bachelor's in Organizational Leadership

A bachelor's in organizational leadership fosters team management and corporate leadership skills.

Graduates can pursue roles like team lead, human resource manager, or training and development manager.

According to July 2023 Payscale data , the average annual salary for a training and development manager is $81,590.

Bachelor's in Project Management

A bachelor's in project management prepares students to oversee projects from initiation to completion.

Graduates often become project managers, program coordinators, or operations directors.

According to June 2023 Payscale data , the average annual salary for a project management specialist is $75,800.

Featured Online Bachelor's in Project Management Programs

Bachelor's in public administration.

A bachelor's program in public administration trains students for roles in public service management and policy-making.

Graduates often work in government roles, nonprofit management, or public affairs consulting. The average salary can vary significantly based on role and location.

Bachelor's in Public Relations

A bachelor's in public relations prepares students to manage communication between organizations and their audiences.

Graduates can become public relations specialists, communications managers, or media planners.

According to July 2023 Payscale data , the average annual salary for a public relations specialist is $53,990.

Featured Online Bachelor's in Public Relations Programs

Bachelor's in public safety administration.

A bachelor's program in public safety administration imparts skills relevant to overseeing emergency services and public safety programs.

Graduates can become emergency management directors, public safety officers, or police supervisors.

According to June 2023 Payscale data , the average annual salary for an emergency management specialist is $66,000.

Bachelor's in Retail and Sales Management

A bachelor's in retail and sales management prepares students for leadership in retail environments.

Graduates often become store managers, sales managers, or merchandising directors.

According to June 2023 Payscale data , the average annual salary for a sales manager is $67,190.

Bachelor's in Small Business

A bachelor's in small business develops skills to start and manage small enterprises.

Graduates may become small business owners, consultants, or managers.

Salaries vary widely, depending on the success of your business or the role you secure within existing organizations.

Bachelor's in Sports Management

A bachelor's in sports management provides insight into the sports industry and business operations.

Graduates can become sports agents, event coordinators, or sports marketing managers.

According to July 2023 Payscale data , the average annual salary for an event coordinator is $45,520.

Featured Online Bachelor's in Sports Management Programs

Bachelor's in supply chain and logistics.

A bachelor's in supply chain and logistics trains students in efficient product distribution and supply chain management.

Graduates can become logistics managers, supply chain analysts, or procurement specialists.

According to July 2023 Payscale data , the average annual salary for a logistics manager is $71,730.

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• BUSINESS DEVELOPMENT

What is Business Education?

Entrepreneurship training meets resistance at both managerial and employee levels despite the encouraging growth trends in recent years. Many questions arise from simple considerations: Were unrelated courses chosen? The business company requires that the business studies perform constantly be updated in its continuous development. It has various purposes to deal with the customers. Below you read about definition of what is business education.

Definition of business  education

Business education must not only improve yourselves and develop your business, but Business education must also comply with market and customer requirements to provide better and different services.

Therefore, training improves business dynamics, strengthens relationships between team members, and is a tool for finding new market areas. Investing in people means seeing them as entrepreneurial wealth and a turning point in your business.

What are the benefits of studying business education?

Business education not only learns something new but Business education talks first and foremost about:

Increase productivity

Workers who are more prepared in their field will learn the tools they need to perform their jobs more accurately and be more productive in managing and performing their jobs. In this case, the increase is standard if the exact mechanism applies to the whole company.

Improve competitiveness

Weaknesses can be exploited after improving work procedures, customer relationships, and professional skills of each employee, fine-tuning the services provided, adding new ones, examining competition, sex, and disadvantages of acquiring a new one. Improve Customer stores and market.

Improve the internal organization

Optimize all business processes, from attracting clients to project planning and presentations to being more flexible and flexible by developing soft skills, learning new time management dynamics, and specializing in your role. Remember all the functions, tasks, and procedures performed to get their work done most effectively and peacefully.

To reach the goal

A well-oiled car will drive smoothly (or almost) to the finish line. This way, the company will achieve the desired results thanks to a better internal organization. A team that works in harmony with the dynamics of the mind.

Employee motivation

Employees who are encouraged to learn and get the tools to improve will pay more efficiently and feel satisfied and valued and contribute positively to the business environment.

Problem-solving and team spirit.

Which education should you choose? Planning and comparison are necessary for the proposed training to be functional, exciting, and inspiring for the person. It is essential to divide the decision-making process into two different paths to feel inspired by the expert’s perspective and from an individual perspective. Anything that enables a person’s professional growth or the position he occupies, to specialize and improve.

Overall competency development, including courses, in the team, to improve interpersonal skills, collaboration, work processes, time consumption, etc. These skills can be developed not only in face-to-face classes but also in the following ways:

o Gamification : learning through play. The game improves the ability to learn, works from the context you work in, and at the same time, you get instant feedback. In addition, the game works on the emotional and personal aspects.

o They not only strengthen teamwork but also help strengthen leadership and confidence.

How do you organize your business education?

You cannot wait to go and start a new course, plan a team or contact an external coach, but stop a bit. It would be best if you went step by step before exercising.

Needs analysis

An essential starting point for investing in education. You need to understand the shortcomings, abilities, and requirements of your colleagues, business partners, yourself, and your company. Make sure you know your business goals and where you want to grow and improve . Repeat the same process as humans. This phase saves time and money, especially with collaborations, as you can later choose the right experience for each one.

Training structure

Once you agree on your goals, you can decide which courses and experiences are best for them. Of course, this process must be carried out according to the budget provided by departments, individuals, and companies. Create a list of lessons by type, duration, price, and importance.

Once you have chosen, you may want to consider including it in your business plan or training program (if applicable) based on your company’s priorities and try to find a compromise.

Check the project

Every quarter or every six months, depending on which course you choose, how advanced your training project is, whether the results you get align with your expectations and whether your goals have been achieved. So it would be best to analyse how you do it—inconvenience and so on.

Conclusion :

Now  Business education  has more information on developing training and organizing opportunities for you and your business, it’s time to plan! So it is clear what is business education . It helps to enhance your area and you’re dealing with a vast network.

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• What Is an MBA?
• How It Works

Types of MBA Programs

Special considerations, the bottom line.

• Degrees & Certifications

What Is a Master of Business Administration (MBA)?

Julia Kagan is a financial/consumer journalist and former senior editor, personal finance, of Investopedia.

Investopedia / Jessica Olah

A master of business administration (MBA) is a graduate degree that provides theoretical and practical training for business or investment management. An MBA is designed to help graduates gain a better understanding of business management functions.

An MBA degree can have a general focus or a specific focus in fields such as accounting, finance, marketing, and international business.

Key Takeaways

• An MBA is a graduate business degree focused on management, business, and entrepreneurship.
• MBA students can also focus on other aspects of business, like finance or risk management.
• Many schools now offer specialty programs in sports management, the entertainment business, or healthcare management.
• Executive MBA programs are available for experienced professionals who cannot commit to a full-time schedule.
• MBA programs may be full-time, part-time, online, or international, and each program usually has different requirements for acceptance.

How a Master of Business Administration (MBA) Works

An MBA is a level up from an undergraduate business degree and generally places the graduate well above those with only undergraduate degrees. Most major universities and colleges provide MBA programs, which usually last two years.

To get into an MBA program, an applicant needs to take the Graduate Management Admission Test (GMAT) and be accepted by the program based on its particular selection criteria. Some programs may require the GRE instead or accept it as an alternative standardized test.

Program Focus

MBA programs typically include core classes in accounting , management, finance, marketing , and business law. Management training is at the heart of any MBA curriculum, with a focus on leadership, planning, business strategy, organizational behavior, and the more human sides of running a large or small business .

Increasingly, MBA programs include training in international business and a focus on the responsibilities and corporate accountability of businesses within their communities.

The MBA degree is the most common route into certain fields, including strategic planning and private equity . Other financial services fields, however, may no longer consider an MBA an entry-level degree. Each company will have its own requirements for different positions. But MBAs can certainly help distinguish candidates.

It is not uncommon to gain professional experience before applying to an MBA program. Many programs require a work resumé and demonstration of real world experience prior to joining the program. Other programs may be suitable for candidates straight out of college.

MBA programs will vary between disciplines, specialties, and schools. It is highly likely that most MBA candidates will be able to find an educational solution that works with their schedule, interests, and time commitment restraints.

Two-Year Full-Time

One of the most common type of MBA program involves a two-year commitment during which candidates attend school full time. During the first year of the program, MBA candidates may learn fundamental business skills such as strategy or communication. It's normal for candidates to choose more specific electives during the program's second year.

Although it requires a substantial amount of time, a two-year program allows candidates to pursue an internship between the years. The longer duration is also intended to help foster relationships between classmates and give candidates more time to absorb materials.

One-Year Full-Time

Accelerated programs crunch a two-year program into a single year. Better for candidates that don't want to spend too much time away from work, this type of MBA program is more intensive, faster paced, and often must sacrifice content quantity.

During a one-year full-time MBA program, candidates may still learn general business skills while selecting specialized electives. However, less time may be dedicated to either group due to the condensed nature of the coursework. One-year programs are often chosen by students trying to accelerate their current career paths as opposed to jumping to different ones.

Students not looking to leave work and willing to attend school for a longer time may pursue a part-time MBA program. This type of program often offers greater flexibility related to how many courses can be taken at once and how quickly a student must move through the program.

Part-time programs may be more favorable for candidates wanting to study at their own pace. In addition, part-time programs may be better suited based on lifestyle demands (e.g., a single parent may only be able to attend classes during a certain time of the day). Part-time programs may offer the flexibility of evening or weekend classes, allowing candidates to balance part-time, freelance, or gig economy work.

One type of MBA program that overlaps with the options above is an online MBA. Often a two-year, one-year, or part-time choice, an online MBA allows students to attend school remotely.

This type of MBA program grants candidates even greater flexibility concerning when they take classes and how they attend school. Online programs may also have different approaches to fostering collaboration compared to in-person programs.

International

Some MBA programs focus on global operations. Candidates interested in a wider focus and who want to branch out from just domestic companies or segments of a company might choose an international program.

An international MBA can help candidates build an international network and develop opportunities around the world. International MBA candidates may be more diverse than traditional or domestic MBAs, especially if the international MBA offers online classes. In addition, international MBA programs may be better suited to candidates preparing to work in a multinational corporation .

Specialized MBA programs are also available for students whose lives and careers do not permit them to attend school full time.

For example, executive MBA programs are designed for working professionals hoping to add to their credentials and qualifications. These courses of study typically involve classes at night and on weekends. Some also may require short residencies of intensive coursework.

Executive MBA programs are typically only open to candidates who already have substantial professional experience. Thus, they tend to focus on more advanced topics such as leadership development.

Specialized

While MBA candidates can focus on one of the core disciplines of the degree, such as management or finance, many MBA programs allow students to concentrate in specific industries. For example, an MBA student might specialize in sports management, entrepreneurship, the entertainment business, or healthcare management.

Even within a management specialty, MBA programs can allow for a concentration on information technology, hospitality, education, or criminal justice. Some MBA programs team up with various professional healthcare programs, such as nursing schools, to offer joint degrees.

MBA programs have different length of study requirements. For example, a degree at Franklin University requires 36-60 credit hours, while the University of Nebraska Omaha program is comprised of 33 credit hours.

The most prestigious MBA programs are nicknamed "M7 MBA Programs". They are offered by these schools:

• Harvard Business School.
• Stanford Graduate School of Business
• MIT Sloan School of Management
• Northwestern University's Kellogg School of Management
• University of Chicago's Booth School of Business
• Wharton School at the University of Pennsylvania
• Columbia Business School

Acceptance by an M7 school is considered more difficult than acceptance by non-M7 schools. In addition, tuition is substantially higher at M7 schools, though financial assistance is usually available in the form of financial aid, fellowships, or sponsorships.

Broadly speaking, an MBA gives degree holders two uses: accelerated advancement in the career they are already pursuing or a strong pivot in a new direction with a newfound skillset.

The Wharton School of the University of Pennsylvania communicates the following benefits and uses of an MBA to its prospective candidates:

• Greater Awareness of a Global Market. Candidates can use their MBA to better understand business taking place in different areas of the world.
• Improved Communication Skills. MBA candidates often must communicate with other professionals, write research papers, and give formal presentations. They can use their coursework to improve their ability to connect with others and build relationships.
• Expanded Professional Network. Meeting others, forging relationships, and building a network are central benefits of an MBA program. In addition to the knowledge obtained, the MBA program can connect candidates with their peers for mutual long-term benefits. Through formal or informal networking , you can exchange information or ideas with like-minded individuals.
• Better Job Opportunities. MBA candidates are often more desirable than other job candidates based on their proven skillset and dedication to their profession. In addition, advancement opportunities may be more available to those with an MBA compared to those without the degree.
• Better Time Management. MBA candidates may have to juggle school, work, family, and life obligations. An often overlooked use of an MBA program is the soft skill practice of managing priorities, meeting deadlines, and organizing one's time to meet all expectations.

Over the past two decades, a growing number of Americans have prioritized higher education. In 2021, 24.1 million U.S. citizens age 25 and over obtained a master's degree (not necessarily an MBA). That's more than eight million citizens since 2011.

Candidate Requirements

Every MBA program will have different requirements. More prestigious programs or schools will have more competition, and these programs will often require more of candidates before accepting them into the school.

The following list is taken from the University of Washington Bothell's MBA program admission requirements:

• Two or more years of full-time, professional-level work experience
• Two (or more) short application essays
• Two professional references
• Official four-year Bachelor's degree transcript
• Demonstration of English Language Proficiency (program and candidate dependent)
• Minimum 3.0-grade point average for the past 90 quarter credits or 60-semester credits
• Interview with admissions committee before acceptance or decision

Some programs may require submission of a GMAT/GRE score . Other programs, like UW-Bothell, may waive the requirement if certain criteria are met.

As programs offer different services and benefits, the cost of an MBA will vary widely between program or school. Top-tier MBA programs will often be more expensive than local, smaller options.

For the 2023-2024 academic year, the first-year budget for the Wharton MBA program was $124,476. This includes $87,370 for tuition, $26,028 for room and board, $6,868 for books and supplies, and $4,210 for health insurance . Wharton offers many Fellowship Programs to alleviate the financial burden of the program.

Other two-year, full-time programs may have similar expenses; the two-year program at the University of Chicago costs $161,922 in tuition alone for the class of 2025.

Shorter-term or online programs may be substantially cheaper. For example, an online MBA at the Eller College of Management through the University of Arizona has a tuition cost $56,250 as of February 2024. The program is promoted as completable in as little as 14 months.

Salary Benefits

Those with an MBA often have greater skills, capabilities, and professional competency that can lead to a more successful career. Though an MBA involves a material expense, this cost often can be recovered over time through high-paying employment.

According to Glassdoor, as of October 2023, those with an MBA received an average annual compensation package of over $119,000. Salary historically has been skewed towards degree holders with experience. Individuals with one year or less of experience earned over $77,000 per year, while individuals with greater than 15 years of experience earned more than $139,000.

MBA holders often make substantially more than undergraduate business majors. The Raymond A. Mason School of Business at William & Mary reports that an MBA holder's salary was as much as $20,000 a year more than that of a holder of a bachelor's degree.

What Does MBA Mean?

MBA stands for Master of Business Administration. An MBA is a degree that provides advanced and thorough training in business principles and leadership skills. MBA recipients obtain this postgraduate degree to enhance their marketability as a professional.

What Is the Salary of an MBA?

As of February 2024, an MBA earns an estimated total pay of over $136,174 per year in the U.S. Pay is widely contingent on the industry, company, and underlying position occupied by the degree holder. For example, the same salary data indicate that most total pay packages range between $102,000 to $191,000 per year. Of course some MBAs are paid amounts below this range and some can earn much more.

What Is an MBA Good for?

An MBA serves two primary purposes. First, business professionals who obtain an MBA undergo a rigorous education that improves their skillsets. Second, MBA degree holders can be highly desired by employers. The MBA meaning can be an advantage during job searches and often results in higher pay.

What Are the Disadvantages of an MBA?

Obtaining an MBA takes money, time, and effort. Candidates may find it demanding to compile a resumé impressive enough to be accepted into their goal program. MBA programs may also be expensive. MBA candidates may have to scale back or step away from work as they pursue their degree. Though an MBA carries substantial long-term value, there are several shorter-term hurdles a candidate must overcome.

A Master of Business Administration degree can be a boon to individuals on business or investment management career paths. The MBA degree distinguishes those awarded it due to the aptitude, study, and training it requires. The MBA meaning can confer a special quality on holders of the degree that sets them apart from others.

MBA.com. " What Are the Different Types of MBA Programs? "

Franklin University. " How Long Will It Actually Take To Earn Your MBA? "

University of Nebraska Omaha. " MBA Curriculum ."

Wharton. " Should You Get an MBA? "

United States Census Bureau. " A Higher Degree ."

University of Washington | Bothell, School of Business. " Admissions ."

University of Washington Bothell. " School of Business: GMAT/GRE Waiver Policy. "

Wharton. " Wharton MBA Financial Aid and Tuition ."

The University of Chicago. " Full-Time MBA Cost ."

Eller College of Management. " Online MBA Cost and Return on Investment ."

Glassdoor. " MBA Salaries ."

Raymond A. Mason School of Business, William & Mary. " How Much Does an MBA Increase Your Salary? "

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education, community-building and change

What is education? A definition and discussion

Education is the wise, hopeful and respectful cultivation of learning and change undertaken in the belief that we all should have the chance to share in life.

Mark k smith explores the meaning of education and suggests it is a process of being with others and inviting truth and possibility., contents : introduction • education – cultivating hopeful environments and relationships for learning • education, respect and wisdom • education – acting so all may share in life • conclusion – what is education • further reading and references • acknowledgements • how to cite this piece, introduction.

When talking about education people often confuse it with schooling. Many think of places like schools or colleges when seeing or hearing the word. They might also look to particular jobs like teacher or tutor. The problem with this is that while looking to help people learn, the way a lot of schools and teachers operate is not necessarily something we can properly call education. They have chosen or fallen or been pushed into ‘schooling’ – trying to drill learning into people according to some plan often drawn up by others. Paulo Freire (1973) famously called this banking – making deposits of knowledge. Such ‘schooling’ too easily descends into treating learners like objects, things to be acted upon rather than people to be related to.

Education, as we understand it here, is a process of inviting truth and possibility, of encouraging and giving time to discovery. It is, as John Dewey (1916) put it, a social process – ‘a process of living and not a preparation for future living’. In this view educators look to learning and being with others rather than acting upon them. Their task is to educe (related to the Greek notion of educere ), to bring out or develop potential both in themselves and others. Such education is:

• Deliberate and hopeful. It is learning we set out to make happen in the belief that we all can ‘be more’;
• Informed, respectful and wise. A process of inviting truth and possibility.
• Grounded in a desire that at all may flourish and share in life . It is a cooperative and inclusive activity that looks to help us to live our lives as well as we can.

In what follows we will try to answer the question ‘what is education?’ by exploring these dimensions and the processes involved.

Education – cultivating hopeful environments and relationships for learning

It is often said that we are learning all the time and that we may not be conscious of it happening. Learning is both a process and an outcome. As a process, it is part of being and living in the world, part of the way our bodies work. As an outcome, it is a new understanding or appreciation of something.

In recent years, developments in neuroscience have shown us how learning takes place both in the body and as a social activity. We are social animals. As a result, educators need to focus on creating environments and relationships for learning rather than trying to drill knowledge into themselves and others.

Teachers are losing the education war because our adolescents are distracted by the social world. Naturally, the students don’t see it that way. It wasn’t their choice to get endless instruction on topics that don’t seem relevant to them. They desperately want to learn, but what they want to learn about is their social world—how it works and how they can secure a place in it that will maximize their social rewards and minimize the social pain they feel. Their brains are built to feel these strong social motivations and to use the mentalizing system to help them along. Evolutionarily, the social interest of adolescents is no distraction. Rather, it is the most important thing they can learn well. (Lieberman 2013: 282)

The cultivation of learning is a cognitive and emotional and social activity (Illeris 2002)

Alison Gopnik (2016) has provided a helpful way of understanding this orientation. It is that educators, pedagogues and practitioners need to be gardeners rather than carpenters. A key theme emerging from her research over the last 30 years or so that runs in parallel with Lieberman, is that children learn by actively engaging their social and physical environments – not by passively absorbing information. They learn from other people, not because they are being taught – but because people are doing and talking about interesting things. The emphasis in a lot of the literature about parenting (and teaching) presents the roles much like that of a carpenter.

You should pay some attention to the kind of material you are working with, and it may have some influence on what you try to do. But essentially your job is to shape that material into a final product that will fit the scheme you had in mind to begin with.

Instead, Gopnik argues, the evidence points to being a gardener.

When we garden, on the other hand, we create a protected and nurturing space for plants to flourish. It takes hard labor and the sweat of our brows, with a lot of exhausted digging and wallowing in manure. And as any gardener knows, our specific plans are always thwarted. The poppy comes up neon orange instead of pale pink, the rose that was supposed to climb the fence stubbornly remains a foot from the ground, black spot and rust and aphids can never be defeated.

Education is deliberate. We act with a purpose – to build understanding and judgement and enable action. We may do this for ourselves, for example, learning what different road signs mean so that we can get a license to drive; or watching wildlife programmes on television because we are interested in animal behaviour. This process is sometimes called self-education or teaching yourself. We join with the journey that the writer, presenter or expert is making, think about it and develop our understanding. Hopefully, we bring that process and understanding into play when we need to act. We also seek to encourage learning in others (while being open to learning ourselves). Examples here include parents and carers showing their children how to use a knife and fork or ride a bike; schoolteachers introducing students to a foreign language; and animators and pedagogues helping a group to work together.

Sometimes as educators, we have a clear idea of what we’d like to see achieved; at others, we do not and should not. In the case of the former, we might be working to a curriculum, have a session or lesson plan with clear objectives, and have a high degree of control over the learning environment. This is what we often mean by ‘formal education’. In the latter, for example, when working with a community group, the setting is theirs and, as educators, we are present as guests. This is an example of informal education and here two things are happening.

First, the group may well be clear on what it wants to achieve e.g. putting on an event, but unclear about what they need to learn to do it. They know learning is involved – it is something necessary to achieve what they want – but it is not the main focus. Such ‘incidental learning’ is not accidental. People know they need to learn something but cannot necessarily specify it in advance (Brookfield 1984).

Second, this learning activity works largely through conversation – and conversation takes unpredictable turns. It is a dialogical rather than curricula form of education.

In both forms, educators set out to create environments and relationships where people can explore their, and other’s, experiences of situations, ideas and feelings. This exploration lies, as John Dewey argued, at the heart of the ‘business of education’. Educators set out to emancipate and enlarge experience (1933: 340). How closely the subject matter is defined in advance, and by whom, differs from situation to situation. John Ellis (1990) has developed a useful continuum – arguing that most education involves a mix of the informal and formal, of conversation and curriculum (i.e. between points X and Y).

Those that describe themselves as informal educators, social pedagogues or as animators of community learning and development tend to work towards the X; those working as subject teachers or lecturers tend to the Y. Educators when facilitating tutor groups might, overall, work somewhere in the middle.

Acting in hope

Underpinning intention is an attitude or virtue – hopefulness. As educators ‘we believe that learning is possible, that nothing can keep an open mind from seeking after knowledge and finding a way to know’ (hooks 2003: xiv) . In other words, we invite people to learn and act in the belief that change for the good is possible. This openness to possibility isn’t blind or over-optimistic. It looks to evidence and experience, and is born of an appreciation of the world’s limitations (Halpin 2003: 19-20).

We can quickly see how such hope is both a part of the fabric of education – and, for many, an aim of education. Mary Warnock (1986:182) puts it this way:

I think that of all the attributes that I would like to see in my children or in my pupils, the attribute of hope would come high, even top, of the list. To lose hope is to lose the capacity to want or desire anything; to lose, in fact, the wish to live. Hope is akin to energy, to curi­osity, to the belief that things are worth doing. An education which leaves a child without hope is an education that has failed.

But hope is not easy to define or describe. It is:

An emotion . Hope, John Macquarrie (1978 11) suggests, ‘consists in an outgoing and trusting mood toward the environment’. We do not know what will happen but take a gamble. ‘It’s to bet on the future, on your desires, on the possibility that an open heart and uncertainty is better than gloom and safety. To hope is dangerous, and yet it is the opposite of fear, for to live is to risk’ (Solnit 2016: 21).

A choice or intention to act . Hope ‘promotes affirmative courses of action’ (Macquarrie 1978: 11). Hope alone will not transform the world. Action ‘undertaken in that kind of naïveté’, wrote Paulo Freire (1994: 8), ‘is an excellent route to hopelessness, pessimism, and fatalism’. Hope and action are linked. Rebecca Solnit (2016: 22) put it this way, ‘Hope calls for action; action is impossible without hope… To hope is to give yourself to the future, and that commitment to the future makes the present inhabitable’.

An intellectual activity . Hope is not just feeling or striving, according to McQuarrie it has a cognitive or intellectual aspect. ‘[I]t carries in itself a definite way of understanding both ourselves – and the environing processes within which human life has its setting’ ( op. cit. ).

This provides us with a language to help make sense of things and to imagine change for the better – a ‘vocabulary of hope’. It helps us to critique the world as it is and our part in it, and not to just imagine change but also to plan it (Moltman 1967, 1971). It also allows us, and others, to ask questions of our hopes, to request evidence for our claims. (See, what is hope? ).

Education – being respectful, informed and wise

Education is wrapped up with who we are as learners and facilitators of learning – and how we are experienced by learners. In order to think about this, it is helpful to look back at a basic distinction made by Erich Fromm (1979), amongst others, between having and being. Fromm approaches these as fundamental modes of existence. He saw them as two different ways of understanding ourselves and the world in which we live.

Having is concerned with owning, possessing and controlling. In it we want to ‘make everybody and everything’, including ourselves, our property (Fromm 1979: 33). It looks to objects and material possessions.

Being is rooted in love according to Fromm. It is concerned with shared experience and productive activity. Rather than seeking to possess and control, in this mode, we engage with the world. We do not impose ourselves on others nor ‘interfere’ in their lives (see Smith and Smith 2008: 16-17).

These different orientations involve contrasting approaches to learning.

Students in the having mode must have but one aim; to hold onto what they have ‘learned’, either by entrusting it firmly to their memories or by carefully guarding their notes. They do not have to produce or create something new…. The process of learning has an entirely different quality for students in the being mode… Instead of being passive receptacles of words and ideas, they listen, they hear , and most important, they receive and they respond in an active, productive way. (Fromm 1979: 37-38)

In many ways, this difference mirrors that between education and schooling. Schooling entails transmitting knowledge in manageable lumps so it can be stored and then used so that students can pass tests and have qualifications. Education involves engaging with others and the world. It entails being with   others in a particular way. Here I want to explore three aspects – being respectful, informed and wise.

Being respectful

The process of education flows from a basic orientation of respect – respect for truth, others and themselves, and the world. It is an attitude or feeling which is carried through into concrete action, into the way we treat people, for example. Respect, as R. S. Dillon (2014) has reminded us, is derived from the Latin respicere , meaning ‘to look back at’ or ‘to look again’ at something. In other words, when we respect something we value it enough to make it our focus and to try to see it for what it is, rather than what we might want it to be. It is so important that it calls for our recognition and our regard – and we choose to respond.

We can see this at work in our everyday relationships. When we think highly of someone we may well talk about respecting them – and listen carefully to what they say or value the example they give. Here, though, we are also concerned with a more abstract idea – that of moral worth or value. Rather than looking at why we respect this person or that, the interest is in why we should respect people in general (or truth, or creation, or ourselves).

First, we expect educators to hold truth dearly . We expect that they will look beneath the surface, try to challenge misrepresentation and lies, and be open to alternatives. They should display the ‘two basic virtues of truth’: sincerity and accuracy (Williams 2002: 11). There are strong religious reasons for this. Bearing false witness, within Christian traditions, can be seen as challenging the foundations of God’s covenant. There are also strongly practical reasons for truthfulness. Without it, the development of knowledge would not be possible – we could not evaluate one claim against another. Nor could we conduct much of life. For example, as Paul Seabright (2010) has argued, truthfulness allows us to trust strangers. In the process, we can build complex societies, trade and cooperate.

Educators, as with other respecters of truth, should do their best to acquire ‘true beliefs’ and to ensure what they say actually reveals what they believe (Williams 2002: 11). Their authority, ‘must be rooted in their truthfulness in both these respects: they take care, and they do not lie’ op. cit.).

Second, educators should display fundamental respect for others (and themselves) . There is a straightforward theological argument for this. There is also a fundamental philosophical argument for ‘respect for persons’. Irrespective of what they have done, the people they are or their social position, it is argued, people are deserving of some essential level of regard. The philosopher most closely associated with this idea is Immanuel Kant – and his thinking has become a central pillar of humanism. Kant’s position was that people were deserving of respect because they are people – free, rational beings. They are ends in themselves with an absolute dignity

Alongside respect for others comes respect for self. Without it, it is difficult to see how we can flourish – and whether we can be educators. Self-respect is not to be confused with qualities like self-esteem or self-confidence; rather it is to do with our intrinsic worth as a person and a sense of ourselves as mattering. It involves a ‘secure conviction that [our] conception of the good, [our] plan of life, is worth carrying out’ (Rawls 1972: 440). For some, respect for ourselves is simply the other side of the coin from respect for others. It flows from respect for persons. For others, like John Rawls, it is vital for happiness and must be supported as a matter of justice.

Third, educators should respect the Earth . This is sometimes talked about as respect for nature, or respect for all things or care for creation. Again there is a strong theological argument here – in much religious thinking humans are understood as stewards of the earth. Our task is to cultivate and care for it (see, for example, Genesis 2:15). However, there is also a strong case grounded in human experience. For example, Miller (2000) argues that ‘each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace’. Respect for the world is central to the thinking of those arguing for a more holistic vision of education and to the thinking of educationalists such as Montessori . Her vision of ‘cosmic education’ puts appreciating the wholeness of life at the core.

Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe. The universe is an imposing reality, and an answer to all questions. We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal centre of himself with all things’. (Montessori 2000)

Last, and certainly not least, there is a basic practical concern. We face an environmental crisis of catastrophic proportions. As Emmett (among many others) has pointed out, it is likely that we are looking at a global average rise of over four degrees Centigrade. This ‘will lead to runaway climate change, capable of tipping the planet into an entirely different state, rapidly. Earth would become a hell hole’ (2013: 143).

Being informed

To facilitate learning we must have some understanding of the subject matter being explored, and the impact study could have on those involved. In other words, facilitation is intelligent.

We expect, quite reasonably, that when people describe themselves as teachers or educators, they know something about the subjects they are talking about. In this respect, our ‘subject area’ as educators is wide. It can involve particular aspects of knowledge and activity such as those associated with maths or history. However, it is also concerned with happiness and relationships, the issues and problems of everyday life in communities, and questions around how people are best to live their lives. In some respects, it is wisdom that is required – not so much in the sense that we know a lot or are learned – but rather we are able to help people make good judgements about problems and situations.

We also assume that teachers and educators know how to help people learn. The forms of education we are exploring here are sophisticated. They can embrace the techniques of classroom management and of teaching to a curriculum that has been the mainstay of schooling. However, they move well beyond this into experiential learning, working with groups, and forms of working with individuals that draw upon insights from counselling and therapy.

In short, we look to teachers and educators as experts, We expect them to apply their expertise to help people learn. However, things don’t stop there. Many look for something more – wisdom.

Wisdom is not something that we can generally claim for ourselves – but a quality recognized by others. Sometimes when people are described as wise what is meant is that they are scholarly or learned. More often, I suspect, when others are described as ‘being wise’ it that people have experienced their questions or judgement helpful and sound when exploring a problem or difficult situation (see Smith and Smith 2008: 57-69). This entails:

• appreciating what can make people flourish
• being open to truth in its various guises and allowing subjects to speak to us
• developing the capacity to reflect
• 
  being knowledgeable, especially about ourselves, around ‘what makes people tick’ and the systems of which we are a part
• being discerning – able to evaluate and judge situations. ( op. cit. : 68)

This combination of qualities, when put alongside being respectful and informed, comes close to what Martin Buber talked about as the ‘real teacher’. The real teacher, he believed:

… teaches most successfully when he is not consciously trying to teach at all, but when he acts spontaneously out of his own life. Then he can gain the pupil’s confidence; he can convince the adolescent that there is human truth, that existence has a meaning. And when the pupil’s confidence has been won, ‘his resistance against being educated gives way to a singular happening: he accepts the educator as a person. He feels he may trust this man, that this man is taking part in his life, accepting him before desiring to influence him. And so he learns to ask…. (Hodes 1972: 136)

Education – acting so that all may share in life

Thus far in answering the question ‘what is education?’ we have seen how it can be thought of as the wise, hopeful and respectful cultivation of learning. Here we will explore the claim that education should be undertaken in the belief that all should have the chance to share in life. This commitment to the good of all and of each individual is central to the vision of education explored here, but it could be argued that it is possible to be involved in education without this. We could take out concern for others. We could just focus on process – the wise, hopeful and respectful cultivation of learning – and not state to whom this applies and the direction it takes.

Looking beyond process

First, we need to answer the question ‘if we act wisely, hopefully, and respectfully as educators do we need to have a further purpose?’ Our guide here will again be John Dewey. He approached the question a century ago by arguing that ‘the object and reward of learning is continued capacity for growth’ (Dewey 1916: 100). Education, for him, entailed the continuous ‘reconstruction or reorganization of experience which adds to the meaning of experience, and which increases the ability to direct the course of subsequent experience. (Dewey 1916: 76). His next step was to consider the social relationships in which this can take place and the degree of control that learners and educators have over the process. Just as Freire (1972) argued later, relationships for learning need to be mutual, and individual and social change possible.

In our search for aims in education, we are not concerned… with finding an end outside of the educative process to which education is subordinate. Our whole conception forbids. We are rather concerned with the contrast which exists when aims belong within the process in which they operate and when they are set up from without. And the latter state of affairs must obtain when social relationships are not equitably balanced. For in that case, some portions of the whole social group will find their aims determined by an external dictation; their aims will not arise from the free growth of their own experience, and their nominal aims will be means to more ulterior ends of others rather than truly their own. (Dewey 1916: 100-101)

In other words, where there are equitable relationships, control over the learning process, and the possibilities of fundamental change we needn’t look beyond the process. However, we have to work for much of the time in situations and societies where this level of democracy and social justice does not exist. Hence the need to make clear a wider purpose. Dewey (1916: 7) argued, thus, that our ‘chief business’ as educators is to enable people ‘to share in a common life’. I want to widen this and to argue that all should have a chance to share in life.

Having the chance to share in life

We will explore, briefly, three overlapping approaches to making the case – via religious belief, human rights and scientific exploration.

Religious belief. Historically it has been a religious rationale that has underpinned much thinking about this question. If we were to look at Catholic social teaching, for example, we find that at its heart lays a concern for human dignity . This starts from the position that, ‘human beings, created in the image and likeness of God (Genesis 1:26-27), have by their very existence an inherent value, worth, and distinction’ (Groody 2007). Each life is considered sacred and cannot be ignored or excluded. As we saw earlier, Kant argued something similar with regard to ‘respect for persons’. All are worthy of respect and the chance to flourish.

To human dignity a concern for solidarity is often added (especially within contemporary Catholic social teaching). Solidarity:

… is not a feeling of vague compassion or shallow distress at the misfortunes of so many people, both near and far. On the contrary, it is a firm and persevering determination to commit oneself to the common good; that is to say, to the good of all and of each individual, because we are all really responsible for all. On Social Concern ( Sollicitudo rei Socialis . . . ), #38

Another element, fundamental to the formation of the groups, networks and associations necessary for the ‘common life’ that Dewey describes, is subsidiarity . This principle, which first found its institutional voice in a papal encyclical in 1881, holds that human affairs are best handled at the ‘lowest’ possible level, closest to those affected (Kaylor 2015). It is a principle that can both strengthen civil society and the possibility of more mutual relationships for learning.

Together, these can provide a powerful and inclusive rationale for looking beyond particular individuals or groups when thinking about educational activity.

Human rights. Beside religious arguments lie others that are born of agreed principle or norm rather than faith. Perhaps the best known of these relate to what have become known as human rights. The first article of the Universal Declaration of Human Rights puts it this way:

All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 26 further states:

(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms….

These fundamental and inalienable rights are the entitlement of all human beings regardless of their nation, location, language, religion, ethnic origin or any other status (Article 2).

Scientific exploration. Lastly, I want to look at the results of scientific investigation into our nature as humans. More specifically we need to reflect on what it means when humans are described as social animals.

As we have already seen there is a significant amount of research showing just how dependent we are in everyday life on having trusting relationships in a society. Without them even the most basic exchanges cannot take place. We also know that in those societies where there is stronger concern for others and relatively narrow gaps between rich and poor people are generally happier (see, for example, Halpern 2010). On the basis of this material we could make a case for educators to look to the needs and experiences of all. Political, social and economic institutions depend on mass participation or at least benign consent – and the detail of this has to be learnt. However, with our growing appreciation of how our brains work and with the development of, for example, social cognitive neuroscience, we have a different avenue for exploration. We look to the needs and experience of others because we are hard-wired to do so. As Matthew D. Lieberman (2013) has put it:

Our basic urges include the need to belong, right along with the need for food and water. Our pain and pleasure systems do not merely respond to sensory inputs that can produce physical harm and reward. They are also exquisitely tuned to the sweet and bitter tastes delivered from the social world—a world of connection and threat to connection. (Lieberman 2013: 299)

Our survival as a species is dependent upon on looking to the needs and experiences of others. We dependent upon:

  Connecting: We have ‘evolved the capacity to feel social pains and pleasures, forever linking our well-being to our social connectedness. Infants embody this deep need to stay connected, but it is present through our entire lives’ ( op. cit. : 10) Mindreading: Primates have developed an unparalleled ability to understand the actions and thoughts of those around them, enhancing their ability to stay connected and interact strategically… This capacity allows humans to create groups that can implement nearly any idea and to anticipate the needs and wants of those around us, keeping our groups moving smoothly ( op. cit. : 10) Harmonizing: Although the self may appear to be a mechanism for distinguishing us from others and perhaps accentuating our selfishness, the self actually operates as a powerful force for social cohesiveness. Whereas   connection   is about our desire to be social, harmonizing   refers to the neural adaptations that allow group beliefs and values to influence our own. ( op. cit. : 11)

One of the key issues around these processes is the extent to which they can act to become exclusionary i.e. people can become closely attached to one particular group, community or nation and begin to treat others as somehow lesser or alien. In so doing relationships that are necessary to our survival – and that of the planet – become compromised. We need to develop relationships that are both bonding and bridging (see social capital ) – and this involves being and interacting with others who may not share our interests and concerns.

Education is more than fostering understanding and an appreciation of emotions and feelings. It is also concerned with change – ‘with how people can act with understanding and sensitivity to improve their lives and those of others’ (Smith and Smith 2008: 104). As Karl Marx (1977: 157-8) famously put it ‘all social life is practical…. philosophers have only interpreted the world in various ways; ‘the point is to change it’. Developing an understanding of an experience or a situation is one thing, working out what is good and wanting to do something about it is quite another. ‘For appropriate action to occur there needs to be commitment’ (Smith and Smith 2008: 105).

This combination of reflection; looking to what might be good and making it our own; and seeking to change ourselves and the world we live in is what Freire (1973) talked about as  praxis. It involves us, as educators, working with people to create and sustain environments and relationships where it is possible to:

• Go back to experiences . Learning doesn’t take place in a vacuum. We have to look to the past as well as the present and the future. It is necessary to put things in their place by returning to, or recalling, events and happenings that seem relevant.
• Attend and connect to feelings . Our ability to think and act is wrapped up with our feelings. Appreciating what might be going on for us (and for others) at a particular moment; thinking about the ways our emotions may be affecting things; and being open to what our instincts or intuitions are telling us are important elements of such reflection. (See Boud et. al. 1985).
• Develop understandings . Alongside attending to feelings and experiences, we need to examine the theories and understandings we are using. We also need to build new interpretations where needed. We should be looking to integrating new knowledge into our conceptual framework.
• Commit . Education is something ‘higher’ according to John Henry Newman. It is concerned not just with what we know and can do, but also with who we are, what we value, and our capacity to live life as well as we can . We need space to engage with these questions and help to appreciate the things we value. As we learn to frame our beliefs we can better appreciate how they breathe life into our relationships and encounters, become our own, and move us to act.
• Act . Education is forward-looking and hopeful. It looks to change for the better. In the end our efforts at facilitating learning have to be judged by the extent to which they further the capacity to flourish and to share in life. For this reason we need also to attend to the concrete, the actual steps that can be taken to improve things.

As such education is a deeply practical activity – something that we can do for ourselves (what we could call self-education), and with others.

Conclusion – so what is education?

It is in this way that we end up with a definition of education as ‘the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life’. What does education involve?

We can begin with what Aristotle discusses as hexis – a readiness to sense and know. This is a state – or what Joe Sachs (2001) talks about as an ‘active condition’. It allows us to take a step forward – both in terms of the processes discussed above, and in what we might seek to do when working with learners and participants. Such qualities can be seen as being at the core of the haltung and processes of pedagogues and educators (see below). There is a strong emphasis upon being in touch with feelings, attending to intuitions and seeking evidence to confirm or question what we might be sensing. A further element is also present – a concern not to take things for granted or at their face value (See, also, Pierre Bourdieu on education , Bourdieu 1972|1977: 214 n1).

Beyond that, we can see a guiding eidos or leading idea. This is the belief that all share in life and a picture of what might allow people to be happy and flourish. Alongside is a disposition or haltung   (a concern to act respectfully, knowledgeably and wisely) and interaction (joining with others to build relationships and environments for learning). Finally, there is praxis – informed, committed action (Carr and Kemmis 1986; Grundy 1987).

The process of education

At first glance, this way of answering the question ‘what is education?’ – with its roots in the thinking of  Aristotle , Rousseau , Pestalozzi and Dewey (to name a few) – is part of the progressive tradition of educational practice. It seems very different from ‘formal tradition’ or ‘traditional education’.

If there is a core theme to the formal position it is that education is about passing on information; for formalists, culture and civilization represent a store of ideas and wisdom which have to be handed on to new generations. Teaching is at the heart of this transmission; and the process of transmission is education…

While progressive educators stress the child’s development from within, formalists put the emphasis, by contrast, on formation from without— formation that comes from immersion in the knowledge, ideas, beliefs, concepts, and visions of society, culture, civilization. There are, one might say, conservative and liberal interpretations of this world view— the conservative putting the emphasis on transmission itself, on telling, and the liberal putting the emphasis more on induction, on initiation by involvement with culture’s established ideas.(Thomas 2013: 25-26).

As both Thomas and Dewey (1938: 17-23) have argued, these distinctions are problematic. A lot of the debate is either really about education being turned, or slipping, into something else, or reflecting a lack of balance between the informal and formal.

In the ‘formal tradition’ problems often occur where people are treated as objects to be worked on or ‘moulded’ rather than as participants and creators i.e. where education slips into ‘schooling’.

In the ‘progressive tradition’ issues frequently arise where the nature of experience is neglected or handled incompetently. Some experiences are damaging and ‘mis-educative’. They can arrest or distort ‘the growth of further experience’ (Dewey 1938: 25). The problem often comes when education drifts or moves into entertainment or containment. Involvement in the immediate activity is the central concern and little attention is given to expanding horizons, nor to reflection, commitment and creating change.

The answer to the question ‘what is education?’ given here can apply to both those ‘informal’ forms that are driven and rooted in conversation – and to more formal approaches involving a curriculum. The choice is not between what is ‘good’ and what is ‘bad’ – but rather what is appropriate for people in this situation or that. There are times to use transmission and direct teaching as methods, and moments for exploration, experience and action. It is all about getting the mix right and framing it within the guiding eidos and disposition of education.

Further reading and references

Recommended introductions.

Dewey, J. (1938). Experience and Education. New York: Collier Books. (Collier edition first published 1963). In this book, Dewey seeks to move beyond dualities such as progressive/traditional – and to outline a philosophy of experience and its relation to education.

Thomas, G. (2013). Education: A very short introduction . Oxford: Oxford University Press. Simply the best contemporary introduction to thinking about schooling and education.

Boud, D., Keogh, R. and Walker, D. (eds.) (1985). Reflection. Turning experience into learning . London: Kogan Page.

Bourdieu, Pierre. (1972|1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press. First published in French as Esquisse d’une théorie de la pratique, précédé de trois études d’ethnologie kabyle, (1972).

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Ellis, J. W. (1990). Informal education – a Christian perspective.   Tony Jeffs and Mark Smith (eds.)   Using Informal Education. Buckingham: Open University Press.

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Smith, M. K. (2012, 2021). ‘What is pedagogy?’, The encyclopedia of pedagogy and informal education . [ https://infed.org/mobi/what-is-pedagogy/ . Retrieved February 16, 2021)

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Acknowledgements : Picture: Dessiner le futur adulte by Alain Bachellier. Sourced from Flickr and reproduced under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0) licence. http://www.flickr.com/photos/alainbachellier/537180464/

The informal-formal education curriculum diagram is reproduced with permission from Ellis, J. W. (1990). Informal education – a Christian perspective. Tony Jeffs and Mark Smith (eds.) Using Informal Education . Buckingham: Open University Press. You can read the full chapter in the informal education archives: http://infed.org/archives/usinginformaleducation/ellis.htm

The process of education diagram was developed by Mark K Smith and was inspired by Grundy 1987. It can be reproduced without asking for specific permission but should be credited using the information in ‘how to cite this piece’ below.

This piece uses some material from Smith (2019) Haltung, pedagogy and informal education and (2021) What is pedagogy? (see the references above).

How to cite this piece : Smith, M. K. (2015, 2021). What is education? A definition and discussion. The encyclopedia of pedagogy and informal education . [ https://infed.org/mobi/what-is-education-a-definition-and-discussion/ . Retrieved: insert date ].

© Mark K Smith 2015, 2021

Last Updated on April 9, 2024 by infed.org

Education is everybody’s business

Encouraging the world’s corporations to throw their weight behind efforts to provide quality education for all is one of main aims of the 2014 Global Education and Skills Forum, which opened in Dubai on Sunday 16 March.

The Forum, held from March 15 – 17, is jointly hosted by the Government of the United Arab Emirates, UNESCO, and GEMS Education, in support of the United Nations Secretary-General’s Global Education First Initiative. It brings together over 1000 people, including leaders of some of the world’s biggest companies, along with representatives from over 30 governments, civil society and academia.

During the opening plenary session this morning, UNESCO Director-General urged the participants to “put education first”. In setting the post 2015 development agenda, she added, “we must invest in quality education, invest in girls education, invest in teachers, invest in lifelong learning.  This would be the best way to support governments and all stakeholders, to bring education to all.”

This theme was echoed by   former United States President Bill Clinton, who delivered the keynote address to the conference.

“There is so much to be done that no one can do it on their own,”  President Clinton said.  “One of the things that I hope will come out of this conference….is that there will be a greater level of cooperation between the education sector,  with businesses and private organizations,” he added, reminding the audience that each dollar invested in education “gives back 53 dollars from the first day of a person’s working life.”

President Clinton who is also  the honorary chairman of the Varkey GEMS Foundation, co-organizer  of the Forum, also emphasized the importance of girls’ education, one of UNESCO’s top priorities.

On Monday afternoon the Director-General  will   host a plenary session on UNESCO’s Global Partnership for Girls’ and Women’s Education. Launched in May 2011, the Partnership is aimed at keeping girls in school and scaling up literacy and skills programmes, as an example of what can be achieved through collective action.

“The 2014 Global Education & Skills Forum gives us a unique opportunity to come up with new ideas for partnerships to support marginalized girls and women,” said Ms Bokova. “With UNESCO’s Gender Summary telling us that over 100 million young women in low and lower middle income countries are unable to read a single sentence, the need for innovative partnerships is critical.”

• For more information, please go to: 2014 Global Education and Skills Forum

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What To Say Instead of 'Special Needs'

The term "special needs" is used everywhere, but it's a euphemism that can be confusing and offensive. Learn what to say instead.

• Origins of the Term
• Why It's Confusing
• Why It's Offensive
• What To Say Instead

The term "special needs" has come under increasing scrutiny over the years—and for good reason. It's a vague, euphemistic phrase that can be offensive to many people. Nevertheless, it's still used within educational (think: special education ) and community settings throughout the United States, and is often used interchangeably with diagnostic terms or words like "disabled." Incidentally, the term "special needs" has no legal meaning.

We've turned to the experts to learn about the origins of the term "special needs," understand more about why the term is problematic, and what to say instead.

Thomas Barwick / Getty Images

Origins of the Term "Special Needs"

While the exact origins of the term "special needs" are difficult to trace, it's important to note that the phrase does not appear in several key legal documents in U.S. history. It's noticeably absent from the Elementary and Secondary Education Act (IDEA) of 1965, the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act of 1990, and the Americans with Disabilities Act (ADA) of 1990 and 2014.

"Never once [in these acts] are children with disabilities or adults with disabilities referred to as children with special needs or adults with special needs," emphasizes  Morton Ann Gersbacher, PhD , professor of psychology at the University of Wisconsin–Madison. "Rather, individuals with disabilities are always referred to in US law as individuals with disabilities."

We do know that the term "special needs" has become a catch-all phrase for all forms of disability and a variety of diagnoses. Currently, "special needs" can refer to anything from "difficulty with reading at grade level" to "unable to complete the most basic tasks of daily living."  

We also know that the phrase has become a euphemism that's vague and confusing—especially when it aims to encapsulate a wide variety of conditions and diagnoses.

Why the Term "Special Needs" Is Confusing

The term "special needs" is extremely general. As it's used today, it refers to any behavioral, physical, emotional, or learning difficulties that require specialized accommodations of any sort at school, work, or in the community.

While the list of possible diagnoses included under the label "special needs" is enormous, some of the most common relate to academic settings and can include:

• Learning disabilities (such as dyslexia, dysgraphia , etc.)
• Tourette's syndrome
• Conditions that include intellectual disabilities, such as Down syndrome
• Disorders that make physical activity challenging, including cerebral palsy, blindness, or deafness
• Speech and language disorders ranging from apraxia of speech to stuttering
• Emotional and behavioral disorders including anxiety, depression, oppositional defiant disorder , and more
• Physical differences such as amputated limbs or dwarfism

Other lesser-known disorders, such as non-verbal learning disorder, also fall under the umbrella of "special needs."

Why "Special Needs" Can Be Offensive

The term "special needs" is a euphemism for terms like "disability." Euphemisms, by definition, are terms used to soften the meaning of other phrases. We don't use the toilet; we euphemistically "go to the restroom." We don't die; we "pass away."

It was once thought that words like "disability" or "impairment" might require a euphemism like "special needs." The thinking was that parents might feel more comfortable saying "My child has special needs" rather than "My child is disabled."

The term "special needs," however, has become stigmatized in the same way as the term "handicapped." A 2016 study found that people think of the term "special needs" as more negative than the word "disabled."

The presence of a disability is not and should not be seen as shameful. The use of a euphemism in place of a diagnosis or even in place of the term "disability" creates the sense that there is something negative or even embarrassing to gloss over. The same sense of shame can be communicated by other euphemistic language like "differently abled," "handicapable," or "challenged."

What To Say Instead of "Special Needs"

While the phrase "special needs" has no legal meaning, the word "disability" does. "Disabled" is a straightforward word with a clear-cut meaning, which is why many disabled people prefer it to the phrase "special needs."

As the Americans With Disabilities Act (ADA) tells us, "An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment."

Another option is to describe a person's disabilities by simply naming their diagnosis. In some cases, it's helpful to use "person-first" language ("a person with ADHD") as opposed to describing the person in terms of their disability ("an anxious person"). It's important to note that this is not always the best choice. For example, many people with autism diagnoses prefer the term "autistic person."

Because there are differences of opinion about the "best" terms to use, an ideal option is to just ask. This isn't always possible; when it's not, it's preferable to use the term "disabled." Always avoid terms that are clearly euphemisms for disability, such as "special" and "exceptional."

Emily Ladau, author of " Demystifying Disability ," explains, "I believe deeply that language preferences are a personal choice, and everyone should have a right to choose identifying terms that feel best for them. I try to remind people that language isn't one-size-fits-all, especially since there are more than a billion disabled people in the world."

Ladau adds that the term "disability" is not a bad word. In some cases, a disability can actually connote identity, history, and culture. Avoiding the term can come across as more patronizing than respectful.

"Special needs" is an ineffective euphemism .  Cogn Res Princ Implic . 2016.

Disability Language Style Guide . National Center on Disability and Journalism . 2021.

A Guide to Disability Rights Laws . US Department of Justice . 2020.

Writing Respectfully: Person-First and Identity-First Language . National Institutes of Health . 2023.

Disabilities . National Institutes of Health . 2024.

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