The Effectiveness of Accelerated Master’s Programs

Studies carried out have established that most students in the accelerated master’s programs are often highly motivated and maintaining grades that are higher than their counterparts in the traditional non-accelerated path. According to Cormier & Whyte (2016), in a study comparing the two paths in a nursing course observed that students in the fast track program exhibited superior performance. They showed better understanding in the evaluation of patients and the asking of appropriate questions in regards to their symptoms. Cormier and Whyte (2016) also note that these students were timelier in initiating treatment and assessment procedures compared to the traditional ones. As shown from this study, accelerated master’s programs are as effective as the conventional paths and often showing more superiority.

Students who go through the accelerated programs have been established to be as effective as their counterparts from the traditional paths at their places of work. In a survey to assess their performance at their sites of work, managers drawn from different sectors expressed satisfaction with the understanding and execution of their roles. In addition, the study indicates that managers’ are highly contented with how the programs prepare students for employment. The high level of satisfaction by employers with students who have undergone the programs is a positive indication of their effectiveness.

Fast track programs help students in developing workplace acquire excellent skills that give them a competitive advantage over their counterparts in the traditional path. Due to the reduced time taken in the accelerated programs, students are required to be more focused, dedicated and excellent in time management skills (McClellan and Parker, 2012). Such students are also expected to choose their majors earlier with limited chance of changing later hence seen to equip them with quick decision-making skills (Davidson, 2010). The possession of these skills influences employers in absorbing them (McClellan and Parker, 2012). The rigorous nature of the fast track programs as seen above has been instrumental in equipping desirable competence putting those going through it on a better chance for employment opportunities.

Accelerated master’s programs have come under sharp criticism due to their rigorous nature. Some students under this program have been reduced to memorizing the curriculum content so that they can pass their exams and forget almost everything after that. The report also notes that the retention rate reduced significantly leading to the production of less qualified graduates. Individuals interested in undertaking such programs should exercise self-evaluation to ascertain that they can withstand the associated pressure (Davidson, 2010). Concerns have also been raised over the application of these programs in specific subjects such as sciences and engineering (Siegle et al., 2013). The retention rate in these courses as noted by Siegle et al. (2013) will be lower if they are to be added to the program. There should be strict quality control rules that ensure education standards are highly maintained. The nature of students enrolling in these programs is a crucial determinant of their effectiveness.

Accelerated learning focuses on compressing the curriculum content leading to the elimination of breaks that are instrumental in learning. Provision of more extended spaces between sessions is a key facilitator of quality education as opposed to compressed ones with shorter breaks (Tatum, 2010). Tatum (2010) also notes that inclusion of breaks allows for students to consult with their professors a practice that is very limited in accelerated learning. Students with academic concerns are therefore not able to address them with their respective educators. This absence plays a negative role fast-track programs.

However, Universities have come up with various strategies that seek to improve the effectiveness of accelerated master’s programs. One such approach is trying to increase the levels of interactions between accelerated learning students and professors (Siegle et al., 2013). These students are assigned advisors who occasionally meet with them for progress examination and counseling on academics maters. Each advisor is assigned not more than 150 students and can either meet them in groups or individually (Siegle et al., 2013). Typical issues addressed during such meetings include the choice of subjects to major in and time management tricks owing to the compressed nature of the programs (Davidson, 2010). A Senate committee on education, health, and labor and pensions report praised the use of academic advisors in boosting student-professor interactions (“Reauthorizing the Higher Education Act: Access and Innovation | The U.S. Senate Committee on Health, Education, Labor & Pensions”, 2018). The development of such strategies shows the dedicated efforts to improve the effectiveness of these accelerated programs.

Accelerated Master’s Degree Programs Influence on Graduate Degree Retention and Completion Rates

Time plays a critical role in memory retention. Studies carried out have established that the longer the time duration the poor the rate of retention (Tatum, 2010). Accelerated learning provides shorter compressed learning sessions as compared to the traditional path. Students enrolled in these programs will have shorter periods before exams making it easier for them to pass as the rate of memory retention is still high (Cormier & Whyte, 2016). Traditional programs have longer time which negatively influences retention.

The timely nature of accelerated master’s programs makes them very attractive to students who would be bored spending much time in school. Universities in the United States are using the accelerated learning programs to market themselves to enroll as many students (McClellan and Parker, 2012).They have the effect of qualified producing graduates at a much lesser time (Davidson, 2010). Completion rates in these programs are high due to their flexibility.

Accelerated master’s programs offer financial benefits to enrolled students thereby promoting completion rates. They take a shorter time to complete compared to the traditional path. The reduced time, in turn, translates to low fees (Cormier & Whyte, 2016). The course duration is minimized therefore decreasing the amount paid for tuition. The affordability nature plays a crucial role in boosting high completion rates for enrolled students.

Accelerated master’s programs are often rigorous and can lead to some students quitting due to the associated pressure. The reduced time in these programs means that students have to cover more coursework in a shorter period (Davidson, 2010). The learning pace here is also high hence not accommodating to all especially to the so-called slow learners (McClellan and Parker, 2012). The outcome is lowered completion rates for those who cannot keep up with the learning speeds compared to the relaxed traditional path.

Students who enroll for a degree program should graduate after successful completion of the designated coursework as per their respective institution’s rules and requirement. However higher completion rates have been observed in students enrolled in the fast track programs compared to those in the traditional systems. According to Strumbos and Kolenovic (2017), in a six years study on the performance of accelerated master’s programs, results showed that students under this system earned their degrees at a higher rate of 63.6% compared to their counterparts in the old model at 43.3% even after the considerations were taken on the longer time taken by the later. The study pinpoints the success of the programs focusing on completion rates.

Fast track master’s programs have been observed to being instrumental in raising completion rates in the Hispanic and Black communities. In an analysis of Strumbos and Kolenovic six-year study on accelerated learning while appearing before a Senate committee hearing on education notes that students from these subgroups recorded higher rates of completion compared to those from the traditional system in a six-year study on the success of these systems. The reduced time required to complete a degree under fast-track study plays a big role in making education affordable as tuition fee for the extra year is scrapped (”Reauthorizing the Higher Education Act: Access and Innovation | The U.S. Senate Committee on Health, Education, Labor & Pensions”, 2018). These results further highlight the programs’ success in ensuring higher completion and retention rates.  

However, earlier studies on accelerated master’s programs show no marked differences in completion and retention rates between the two systems. According to Oermann et al. (2010) in their study on completion rates between the two programs, despite accelerated programs’ students graduating sooner than their counterparts, there were no differences in the rates. The study also highlights the existence of similar factors that lead to dropping from school which include the costs and time conflicts. Although fast-track programs considerably reduce the cost of the degree, they have no impact on completion rate. They, however, propose for a course based detailed and longer time study to establish effects of these programs on completion rates.

The Success Rate of Students in Accelerated Master and Non-Accelerated Programs

Accelerated master’s programs are known for producing graduates with higher learning levels at a faster rate than the traditional path that has dominated the education sector in the US. There, however, have been serious questions about the quality of education offered and the preparedness of such graduates to the job market (Cormier & Whyte, 2016). Concerns on whether they possess the right skills and knowledge that is required by employers and their performance at work (Tatum, 2010). As a result, studies have been carried out to ascertain the success rate of such students both in school and after.

One such study is the comparison between accelerated master’s program and the traditional path in offering job-oriented skills. According to Tatum (2010), a study was carried out to check whether students who have undergone through these systems were able to apply and critically analyze what they learned. It found out that they did not understand the course material taught hence the application was poor compared to that from the traditional system (Tatum, 2010). In a similar study but focusing on macroeconomic application, fast-track students were poor in the employment of material learned in class (Oermann et al., 2010). Accordingly, accelerated students success in the application of knowledge gained from the course is poor compared to that of traditional path followers.

Conflicting results have also been observed in regards to the application of knowledge acquired during coursework. Accelerated master’s program does not have a negative effect on cognitive skills. In a study by Siegle et al. (2013), there were no marked differences in the application of skills learned between the two learning systems. They note that similar understanding was observed in the persons under study. Employers interviewed in the study expressed their level of satisfaction when it comes to knowledge application (McClellan and Parker, 2012). These studies highlight the success of fast-track programs in producing students that can apply the knowledge gained in class.

Accelerated master’s programs have been instrumental to students in the acquisition of extra skills apart from the knowledge gained in class. The compressed nature of these systems calls for increased concentration and focus. Students here are also expected to properly manage their time and ability to make a crucial decision such as choice of majors promptly (Cormier & Whyte, 2016). These skills have been observed to giving fast-track programs graduates a competitive advantage in the job market over their counterparts from the traditional system (McClellan and Parker, 2012). As a result, the success rate of students in accelerated learning is higher compared to the non-accelerated.

Multiple studies have reported that the success rate of accelerated master’s programs students is higher than that of their counterparts in the traditional path. In a study involving 20 nurses from the fast track program and another 20 from the old path showed that the former consistently maintained high grades than the latter (Cormier & Whyte, 2016). It also reports that accelerated students performed better in general nursing skills tests. Nursing students of the fast track programs have also been observed to possess skills that make them to quickly detect deterioration of patients’ health conditions and administer the right treatment procedure. Accelerated learning as seen from the reviewed literature produces higher success rate compared to the old system.  

Undergraduate Student Awareness and Perceptions of Accelerated Master Programs

Accelerated master’s programs are gaining widespread acceptance among the public in the United States. Through these programs, students can enter the job market earlier with an added advantage of extra qualification of a master’s degree. Fast track learning models are thus favored by individuals who want to be more competitive while taking a shorter period to gain higher education qualifications (”Reauthorizing the Higher Education Act: Access and Innovation | The U.S. Senate Committee on Health, Education, Labor & Pensions”, 2018). Institutions of higher learning are thus using the development of these learning modes to lure students in applying for admission  (Cormier & Whyte, 2016). They are viewing them as efficient and quick ways of gaining higher academic credentials in readiness for employment in an era where the competition such opportunities is intense.

The introduction of these programs in universities all over the United States is a show of popularity and increased awareness among the students of their existence. More students have information on the programs, a factor that has led to the inclusion of more areas of study which include finance, public administration, fields of education and communications (”Reauthorizing the Higher Education Act: Access and Innovation | The U.S. Senate Committee on Health, Education, Labor & Pensions”, 2018). The awareness by students of these learning models has catapulted their demand hence leading to nationwide replication.

Students perceive accelerated maser’s programs as affordable ways of acquiring extra knowledge and skills. Apart from shorter learning periods, the reduced tuition fee is a significant factor that is attracting students to enrolling in these programs (Cormier & Whyte, 2016). Studies have revealed that even individuals from Hispanic and Black communities have also been observed as interested and aware of their existence if their large enrollment numbers are anything to go by. Analysis of these studies points out perception as being affordable to playing a role in making decisions to enroll.

Awareness of the existence of accelerated master’s program has been observed to be present across different disciplines. In a study to establish the level of awareness of fast-track programs in the nursing field, 93% of undergraduate students interviewed admitted to having information on it, and 71.1% of them had plans to pursue it (Lee et al., 2013). In another study to investigate the perception of teachers, parents, and students on accelerated Christian education curriculum, 84% of the participating students were well aware of the existence of fast-track programs. Results from the study also pointed out that 71.1% of these students perceived the programs to being rigorous and demanding high concentration. As seen from the literature reviewed, there is a high awareness rate among undergraduate students on accelerated learning programs.

How to Efficiently Market Accelerated Master’s Programs to Increase Undergraduate Student Participation

Formation of partnerships with like-minded institutions is one of the ways through which universities can market their accelerated master’s programs. To encourage more undergraduate students to enroll in these programs, schools offering fast track nursing programs are encouraged to partner with significant health facilities. Through such partnerships, graduates are assured of employment upon completion of coursework which is a major motivation for their enrolment (Amayeye, 2016). These understandings are also beneficial to these facilities as they help in bridging the gap in nurses’ shortage and even in instilling to the students their desired skills. The assurance of jobs and possession of superior market-driven skills are special tools for marketing.

To effectively market the accelerated master’s programs, universities should have a team that is involved in the coordination and management of all associated activities. These teams should start by knowing their target markets and then focus on creating awareness. Undergraduate students should be included in the target groups as they are the major players. Outreach programs should be organized in social areas that attract large crowds of people especially the intended target groups. Ease of access to promotional materials and those required for recruitment should always be maintained. With the major target group being students, having a well-managed online presence will ensure that they can reach out to as many of them as possible. A well-structured marketing campaign will ensure the increased participation of undergraduate students.

References

Amayeye, I. M. (2016). PERCEPTION OF TEACHERS, PARENTS AND STUDENTS ON ACCELERATED CHRISTIAN EDUCATION CURRICULUM IN SELECTED SCHOOLS IN NAIROBI COUNTY, KENYA (Doctoral dissertation, PAC University).

Cormier, E. M., & Whyte IV, J. (2016). Comparison of second-degree and traditional baccalaureate nursing students’ performance in managing acute patient deterioration events. Journal of Nursing Education and Practice, 6(8), 138.

Davidson, J. R. (2010). African American studies. Edinburgh: Edinburgh University Press.Bottom of Form

Lee, Y. M., Holm, K., Florez, E., Glauser, M., & Haswell, E. (2013). The DNP: Knowledge and perceptions of students in an accelerated master’s program in nursing. Open Journal of Nursing, 3(01), 138.

McClellan, G. S., & Parker, J. (Eds.). (2012). Stepping Up to Stepping Out: Helping Students Prepare for Life After College: New Directions for Student Services, Number 138 (Vol. 161). John Wiley & Sons.

Oermann, M. H., Poole-Dawkins, K., Alvarez, M. T., Foster, B. B., & O’Sullivan, R. (2010). Managers’ perspectives of new graduates of accelerated nursing programs: How do they compare with other graduates?. The Journal of Continuing Education in Nursing, 41(9), 394-400.

Reauthorizing the Higher Education Act: Access and Innovation | The U.S. Senate Committee on Health, Education, Labor & Pensions. (2018). Help.senate.gov. Retrieved 9 February 2018, from https://www.help.senate.gov/hearings/reauthorizing-the-higher-education-act-access-and-innovation

Siegle, D., Wilson, H. E., & Little, C. A. (2013). A sample of gifted and talented educators’ attitudes about academic acceleration. Journal of Advanced Academics, 24(1), 27-51.

Strumbos, D., & Kolenovic, Z. Six-Year Outcomes of ASAP Students: Transfer and Degree Attainment.

Tatum, B. C. (2010). Accelerated education: Learning on the fast track. Journal of Research in Innovative Teaching, 3(1).