The Dynamics of Accelerated Learning

Business Education & Accreditation, v. 4 (1) p. 101-112

12 Pages Posted: 30 Jan 2013

See all articles by Joan Marques

Joan Marques

Woodbury University; ASPEX; BRI

Date Written: 2012


As accelerated programs are maturing in higher education, and populations of non-traditional learners are soaring nationwide as well as internationally, there is still quite some ambiguity regarding the rigor and validity of these programs. Opposing sounds mainly come from full time faculty, and administrators, due to insufficient familiarity with the different teaching concepts that intensive formats require, and erroneous perceptions about student populations in general. This paper examines the reasons for the continuing growth of accelerated programs in higher education, reviews the main concerns as well as the main advantages of intensive course formats, and presents some important prerequisites and considerations for successful teaching in these courses.

Keywords: accelerated programs, intensive formats, academic rigor, andragogy, situational leadership, non-traditional student populations, adult learners

JEL Classification: I23

Suggested Citation

Marques, Joan, The Dynamics of Accelerated Learning (2012). Business Education & Accreditation, v. 4 (1) p. 101-112, Available at SSRN:

Joan Marques (Contact Author)

Woodbury University ( email )

7500 Glenoaks Blvd.
Burbank, CA 91510
United States


ASPEX ( email )

1712 Elliot Dr. #B
Burbank, CA 91504
United States


BRI ( email )

527 South Lake Avenue - Suite 102
Pasadena, CA 91101-3529
United States


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