Article published on TecVirtual magazine
February 9, 2014. One of Maria del Pilar Ocampo Pizano’s works that she developed with her team of researchers from the Graduate School of Education of Tec de Monterrey, was published in the Journal of Educational Research of such institution. The process selection of material to be published by the institution goes through a very rigorous review of almost 8 months, choosing only those investigations that provide data for education transcendent. Take a look at her work: rieege.tecvirtual.mx/index.php/rieege/article/ view/71/49 Maria del Pilar completed a Doctorate in Psychotherapy with SUMMA CUM LAUDE honors. We hope that she continue with this success.
Graduate work published through IJOART
February 17, 2014. Abdikadir Issa Issa
Farah wrote his work on: “Characteristics
of Effective Principal”, which has
been published in the International
Journal of Advancements in Research &
Technology.
Read his work here:
www.ijoart.org/docs/School-Management-
Characteristics-of-Effective-Principal.pdf
Abdikadir completed a Masters
program in Education at AIU.
We are very proud of you, and we
wish you more success in your professional
projects.
5 articles published
February 23, 2014. Abdiqani Ahmed
Egal has written 5 articles that he has
developed during his studies with
AIU, which have been recognized and
published in amazon.com, barnes and
noble, fish pond, books a million and
book depository as scholarly e-books,
publications and also available in hard
copy format with a new look.
1. Budgeting Management Operations.
www.amazon.com/Budgeting-Management-
Operations-Abdiqani-Egal/dp/3656268010/re
f=sr_1_1?s=books&ie=UTF8&qid=1393079670
&sr=1-1
2. The Fortune at Bottom-Pyramid:
Eradicating Poverty through Profits.
www.barnesandnoble.com/w/the-fortuneat-
the-bottom-of-the-pyramid-abdiqani-eg
al/1116826670?ean=9783656268055&is
bn=9783656268055
3. Planning & Administering
Project-Contracts.
www.booksamillion.com/p/Planning-Administering-
Project-Contracts/Abdiqani-Egal/978365
6267478?id=5873802125038
4. Organizational Strategic Planning &
Leadership.
www.biblio.com/book/organizationalstrategic-
planning-leadership-abdiqaniegal/
d/658981554
5. Stakeholder Management and
Organizational Behavior.
www.fishpond.com/Books/Stakeholder-Management-
and-Organizational-Behavior-Abdiqani-
Egal/9783656269373
Abdiqani is completed a Masters
program in Management in AIU.
Call for papers
We invite you to submit a paper to this very high quality conference: the 2014 meetings of World Finance & Banking Symposium that will take place at Singapore, from December 12 to 13. Singapore is one of the most innovative and attractive cities in the Asia Pacific region.
Submission deadline April 30, 2014.
Keynote Speakers
Joseph P. H. Fan
Prof. Finance. Co-Editor of Pacific- Basin Finance Journal. Head of the Division of Banking and Finance. Nanyang Business School.
Jun-Koo Kang
Prof. Finance. Co-Director of the Institute of Economics and Finance. Deputy Director of the Center of Institutions and Governance. The Chinese University of Hong Kong.
Chairman
João Paulo Vieito Director - School of Business Studies Polytechnic Institute of Viana do Castelo [email protected]
Please visit the conference web site www.world-finance-conference.com
Graduates of the month
Antonio Cassua Gomes Bachelor of Science in Chemistry Engineering Angola |
Safia Mohammed Aliy Master of Science Public Health Tanzania |
Francis Folorunsho Akinyamoju Bachelor of Business Management Business Management Tunisia |
Carmen Rainelda Alfaro Alfaro Doctor of Philosophy, PhD Education Peru |
Ernesto Joaquim Mulato Master of International Relations Conflicts Resolution Angola |
Sandra Milena Ruiz Londoño Master of Education Education Colombia |
Avilio Coello Hernandez Bachelor of Human Resources Human Resources Honduras |
José Rolando Benavente Farfán Bachelor of Science Civil Engineering Peru |
Gabriel Lussuamo Doctor of Education Education Angola |
Víctor Javier Román Jaramillo Master of Science Statistics Colombia |
Odhiambo James Oduke Doctor of Philosophy Language Education Kenya |
María Jesús Benavides Díaz Doctor of Philosophy Legal Studies Peru |
Francis Mukenani Wamundila Bachelor of Science Mechanical Engineering Botswana |
Francisco Javier Martínez Lovo Doctor of Philosophy Psychology El Salvador |
Carlos Candanedo Miranda Bachelor of Science Industrial Engineering México |
Sayed Ali Mohamed Bakr Doctor of Business Administration Human Resources Management Qatar |
Noah Kofi Amu Doctor of Education Educational Technology Botswana |
Carlos Eduardo Cruz Véliz Doctor of Philosophy Education Guatemala |
María Esperanza Velasco Núñez Doctor of Science Economics México |
Ramona Maria Popoi Bachelor of Science Hospitality Management Romania |
Roberto Omar Rebolledo Sepúlveda Doctor of Philosophy Strategic Planning Chile |
Jose Nguema Oyana Doctor of Philosophy Environmental Science Guinea |
Oyuntogtokh Bat-Erdene Bachelor of Science Biology Mongolia |
Mohammed El-Shaikh Bachelor of Science Accounting Sudan |
Giovanni G. De Piccoli Córdoba Master of Visual Communication Applied Visual Arts Colombia |
Alberto Ibarra Idjabe Bachelor of Arts Sociology Guinea Equatorial |
Billy Williams Moisés Ríos Doctor of Philosophy, PhD Sociology Peru |
João Manuel Vicente Bachelor of Science Architecture South Africa |
Wilfrid Léo Bachelor of Agricultural Science Agriculture Turks and Caicos Islands |
Nader Gohary Doctor of Science Engineering Management United Arab Emirates |
Aquilla Priscilla Omwangangye Doctor of Arts Education Uganda |
Edgar Oswaldo Bedoya Bachelor of Science Civil Engineering USA |
Enrique Vázquez Torres Doctor of Philosophy Reading Instruction USA |
Raynier Omar Aldana Gibaja Doctor of Science Public Health USA |
Augustin Aka Lundemvukila Doctor of Business Administration Accounting Zaire |
Chanda Kaluba Bachelor of Science Physical Education Zambia |
Amos Marume Doctor of Science Public Health Zimbabwe |
Chilika Wellings Simfukwe Doctor of Business Administration Human Resource Management Zimbabwe |
Shingirai Matanhire-Mutisi Doctor of Accounting Taxation Zimbabwe |
Gabriel Lussuamo Doctor of Education Education Angola |
Interview with Abdallah Mwase from Tanzania
How has the learning process based in Andragogy impacted your life personally and Professionally?
First of all, let me say that I am very glad that I had studied this degree at AIU. I found it quite different from all the degrees I have studied, starting especially from the curriculum, because you have to make your own. It is beneficial to your working position. Second thing that I found interesting is the way of assessment, especially the advisors and the tutors. They are very good. They give you quick response to every problem you have. For example, in assignments it took from one to two days to respond. At local universities I have studied in back home, an answer to an assignment could take months or even never happen.
What do you think is the greatest benefit that you have found at AIU, professionally and personally?
I have found the highest degree academically and in my working place. Now I am more fit in making my work as a supervisor on maintenance. I am in a higher level especially in decision making. I am well equiped –better equipped– than when I started.
Academically, how did you find the level of the programs in comparison to local universities?
The level is very good, compared to any other degrees that I have completed. It is high, over the standard. And if you learn freely, you can find problem solutions so easy.
Now, tell us, back in Tanzania, how can you give back to your community and to your family?
I could say that my family is quite happy that I am able to do more responsible jobs. Back in my country we have much equipment and now I am prepared to manage it with more responsibility. And I think I am going to earn more, and my economic situation will change since I got this degree.
What would you recommend to a person that is thinking in enrolling at AIU?
I would recommend my friends and my family to join right away because they will start to study comfortably.
“I enrolled with a federal University
in Nigeria for a part-time study,
the activity of the lecturers and their
mode of teaching discouraged me,
and I withdrew from the University.
I made several attempt to get myself
registered online it failed. I finally got
myself registered with the Atlantic International
University, which granted
me (partial) scholarship to study at
my own pace. I was given the student
manual which described the system of
education I have never heard of before
in my life, and this just fitted in with
the kind of study I desired to have in
my life time. ...
The academic department and student
services assured me of their support
to achieve my desired dream. My
special thanks go to my Tutor Anabela
Fonte who was there to give me the
best advice on how to go about the
design proposal ... (and) to my Advisor,
Dr. Jackie Burton who makes sure
that I follow the standard set for me
by the school. She advices me never to
copy someone’s work without making
mention of the author of that book or
article. ... God Bless you. I also want to
thank the Academic department and
student services for their support and
encouragement. Thank you all. ”
Kanu Joseph Okechukwu
Bachelor of Science in Accounting
February 2, 2014
“During
my sophomore time at
Atlantic International University,
I experienced lots of opportunities
for Marketing career. ... I could
channel new experiences and perceptions
into my work. In addition, on a
more personal level. ...
I am visually impaired and chose
Atlantic International University
because of its superior services for
people living in Europe. ... I quickly
learned that being a student at
AIU I have to change some objectives
like timing and better internal
coordination.
As a result of my time with AIU,
I gained an impressive resume and
marketing portfolio. I feel that my new
experience and new knowledge developed
a great deal. I learned innovative
techniques in both study and research
and learned how to conduct selfdirected
research. ... I became more
independent in my daily work, orientation
and mobility, daily living skills
and ability to reach more objectives at
my workplace. I gained a great deal of
confidence in my abilities to adapt and
succeed on my own. ...
My time at Atlantic International
University was an experience I will
treasure always. ”
Leah Anita Reddig
Doctorate in Marketing
February 9, 2014
The secret power of the generalist
Turns out generalists are good for more than just Trivial Pursuit.
When discussing the animal kingdom, each creature resides on a species scale of generalists to specialists. Specialist creatures like the koala bear can only survive on an extremely limited set of conditions: diet (eucalyptus), climate (warm), environment (trees). Generalists, on the other hand (think mice) are able to survive just about anywhere. They can withstand heat and cold, eat your organic breakfast cereal or seeds and berries foraged in the wild. As a result, specialist species thrive only when conditions are perfect. They serve a very specific purpose within their particular ecosystem and are extremely adept at navigating it. However, should those conditions change –as a result of nature or, more commonly, an outside force– specialist species often become extinct. In contrast, mice can move from spot to spot on the globe, adapt to different cultures, diets and weather systems. And most importantly, stay alive. In a professional setting, employees operate on a similar spectrum. We are either specialists (not just a historian, but a historian of Civil War powder muskets) or generalists. In recent decades, particularly as the American workforce has moved towards technology firms, specialists have become a hot commodity. In Silicon Valley, for example, employers wage wars for much-coveted technical engineers and coders who build the search engines and social networks we value so highly. This makes sense: once again referring to nature, environments with more competition breed more specialists. Rainforests, for example, are chock-oblock full of diversity and competition for survival, which results in hundreds of thousands of highly specialized species. Silicon Valley, New York City and most of the other highly-productive, highlycompetitive business landscapes, operate similarly. Instead of countless species of spider, the modern workforce has become a highly specialized mass of MicroNuclear Physicists, Fiber Optics Engineers and Java Developers who all function brilliantly when conditions are perfect. But what happens when the ecosystem shifts? Despite the corporate world’s insistence on specialization, the workers most likely to come out on top are generalists –but not just because of their innate ability to adapt to new workplaces, job descriptions or cultural shifts. Instead, according to writer Carter Phipps, author of 2012’s Evolutionaries generalists will thrive in a culture where it’s becoming increasingly valuable to know “a little bit about a lot.” Meaning that where you fall on the spectrum of specialist to generalist could be one of the most important aspects of your personality –and your survival in an ever-changing workplace. “We’ve become a society that’s data rich and meaning poor,” he says. “A rise in specialists in all areas –science, math, history, psychology– has left us with tremendous content but how valuable is that knowledge without context?” Context, he says, which can only be provided by generalists whose breadth of knowledge can serve as the link between the hardwon scientific breakthroughs (think the recent Higgs- Boson discovery) and the rest of the world. Only by understanding the work within fields to the right and the left of your own can you understand the bigger picture, he says, whether you’re talking about a corporation (sales analysts understanding the supply chain as well as internal operations) or the world as a whole. “We’ve become so focused on specialization, but just as there are truths that can only be found as a specialist,” he says, “There are truths that can only be revealed by a generalist who can weave these ideas in the broader fabric of understanding.” He references the historian David Christian whose 2011 TED talk presented a “Big History” of the entire universe from the big bang to present in 18 minutes, using principals of physics, chemistry, biology, information architecture and human psychology. Generalism at work. In other arguments for the rise of the generalist, consider this research from the University of Pennsylvania’s Professor Phillip Tetlock, as referenced in a recent Harvard Business Review blog post. Tetlock studied 248 professional forecasters over 20 years to determine whether experts or non-experts make more accurate predictions in their areas of expertise. After collecting more than 80,000 forecasts he concluded that when seeking accurate predictions, the non-experts were the best bet. It’s better, he said, to turn to those who “know many things, draw from an eclectic array of traditions and accept ambiguity and contradictions” than so-called experts. Relying on a single perspective, he found, was problematic, even detrimental to predicting an accurate outcome. Why? Quite simply because a single-minded person can’t predict variables they don’t know anything about. Readers: Do you buy it? Will generalists become more than just winners of Trivial Pursuit and excellent makers of dinner table conversation in the future? What has been more beneficial in your career –being a hyper-focused “expert” or a wide-ranging “generalist”? For clues on whether I’m a specialist or generalist, follow my feeds on Facebook and Twitter.
Humanist of the digital era
Although this is a techno-social trend for 2014, it is also important in the field of education. The “generalism” is the idea that in times of change as we live, broad professional profiles become more valuable than those limited to a single specialty. As we have seen, the intellectual resources abound, as well as the chances of learning in the new universal library (and nearly University) of the world wide web. Facing so much data, so much information in times of change, we need people who can “make sense” of all this to establish patterns, to sense trends and to seek answers that take into account the possible nuances. The generalist is a new professional profile specially equipped to unravel the complexity (almost chaotic) that characterize the post-modernity, or the current crisis. While this new profile –the humanist of the digital era, reminiscent of the Renaissance–, the issue is much more powerful.
Equipped with technologies as solvent as current for knowledge, the “digital renaissance person” will have a greater chance of success and can help change the world to a greater extent than ever before.
Flipped Classrooms
turning the traditional classroom on its head
Many of us think that to change the world you need to start with education. Salman Khan agrees in the Ted conferences of 2011, in the USA. The founder of the Khan Academy has thousands of videos uploaded to You- Tube to teach math and other subjects in audiovisual format and thus has proposed an entirely new learning methodology. His academy, with hundreds of thousands of daily visits and over one million regular users is being valued to supplement or even improve formal education. In this respect the arguments are categorical: if we explain the theoretical concepts through video format, which on the other hand is more familiar to children, we can use the time children spend in the institution in things as important in the present time as personalized attention, dialogue, participation in education or collaborative construction. The video format has several advantages, among which is the possibility of adapting the learning to the student’s pace or the chance to practice without the presence of teachers or classmates. Working with Youtube allows, in addition to wider broadcasting, to create engagement through dialogue, and build communities around its channels. All this supports the current concept of “Flipped Classroom”, a model of learning that “inverts” the time spent in the classroom and at home. Here, the protagonist of learning is the student. After the class, students manage the contents, pace and style of learning as well as how they demonstrate their knowledge. The teacher goes from being the star of the act of learning, to become a simple guide regarding to personalizing of learning, to concrete instruction for each student, and to other needed support. So, if the teacher used the space to give master class lectures to dispense information, in the “flipped classes” the student form themselves, after school and through videos, podcasts, e-books, books and any other information resource. They do this collaboratively, usually accompanied by their peers from online communities, social networks, etc, acquiring at he same time collaborative skills that are central to the citizens of the 21st century. Briefly the model recognizes that the contents are already available abundantly in the Internet. The model also recognizes that learning is a core competency for the students of the digital era, which they will have to learn continuously, throughout their lives. Thus, the guide is usually the project, the proactive learning, leaving more time for tutoring, learning personalizing, curriculum advice and guidance.
Massive Courses
The MOOC (Massive Open Online Courses) are open and free courses offered via the Internet. The characteristics of this form of distance education –the most prestigious international universities have incorporated into their supply in recent years– provide access to training thousands of people around the world, while raising questions and reticence. Accustomed to understand education as linear, time-limited and closed in sacred temples, forms of learning “informally” –but no less real and powerful than “formally” which arise with the development of related Internet technologies– are criticized since its inception. First come the reluctance towards virtual learning (so-called e-learning) , although early experiences and platforms conform to reflect the closed environments of classrooms. Shortly after, and parallel to the quantitative and qualitative increase of Internet resources that begin to reproduce the Asimovpredicted universal library, begins to speak of the “Googleisation” learning, the superficiality of what people can learn freely, using Google, or any other search engine, and sharing interests through intellectual social networks (Facebook, Twitter, blogs, etc). The Mooc reflect the evolution, the systematization of it. The addition of pedagogical methods and the support of traditional institutions (Universities, Business Schools), clarify the above susceptibilities.
More purple hair
Teachers for generations have been minimally interested in original ways a student might solve a problem and maximally devoted to assuring that it was just as the teacher instructed.
Odd way to begin
a text perhaps, but purple hair needs all the
support it can get. This exclamation arises
from a recent exchange among the heads of some
private schools in which dress codes were the topic.
There seemed a consensus that cracking down
on unnatural hair color was good policy. My take?
Channeling John McEnroe –you can’t be serious!
There may be some “codes” necessary in a school environment.
Offensive, revealing or commercial clothing
certainly might be restricted. As should always
be the case in setting rules or policy for children, a
thoughtful adult could easily explain the rationale
for those prohibitions.
But I’ll invite any reader to offer a justification
for “cracking down” on something as irrelevant as a
young man or woman’s choice of hair color. Enforcing
this kind of silly rule can only have these consequences:
the student will feel humiliated, the student
will withdraw and rebel or the student will, with some
justification, consider the adult foolish and rigid.
While hair color or its prohibition may seem
an insignificant matter, it is symptomatic of an
education culture that emphasizes control and conformity,
often to the exclusion of nearly everything
else. My blood pressure gradually dropped after the
hair color spike, but soon raised again as I read Sunday’s
New York Times piece on Emotional Intelligence
and Social-Emotional Learning (S.E.L).
Therein,
and in the accompanying comments, all manner
of educators, parents, psychologists and researchers
made the case for S.E.L. in schools, arguing that these
attributes can be taught just like arithmetic and that
America’s impulsive, ill-mannered children must
be tamed. In one particularly dreadful example, a
kindergarten teacher invited students to bring family
problems into the classroom. He then role-modeled
the responses a boy might give to his mother, who
supposedly screams at him at home. There is insufficient
space to itemize how many things are wrong
with that exercise.
As with all things that have a kernel of truth, our
profit-hungry culture will find a way to turn it into acres
of corn.
The article cited the first wave of packaged
programs for S.E.L, Second Step, Path and Ruler among
them. The Ruler program has a “mood meter” with
color codes for emotions, leading children, for example,
to self-describe as, “I’m in the yellow right now!”
Social and emotional learning are indeed important
parts of child development. It is inarguably a
good thing that so-called emotional intelligence is
given a place among Howard Gardner’s multiple
intelligences, which helped release the stranglehold
that IQ tests, reading, writing and arithmetic have
had on our assessment of human worth. But give
the educational establishment an inch of insight and
they’ll create a mile of new, profitable programs.
Both of these examples are representative of the
privileged place conformity and control hold in our work with children. Even the
Common Core drives conformity.
While the standards are sensible
or harmless, the practices and
tests that flow from the standards
are designed to reward only a
certain kind of thinking and expression.
“Show your work,” is a
haunting mantra from my childhood.
Teachers for generations
have been minimally interested
in original ways a student might
solve a problem and maximally
devoted to assuring that it was
just as the teacher instructed.
The standards and assessment of
humanities subjects are similarly
controlling. The students’ responses must conform to the test writers’ interpretations
of, and judgments about, the passage provided.
While the Common Core and its sidecars might
be marginally better than No Child Left Behind, the
intent to control students and reward conformity is
undeniable.
In the admission process at my school I sometimes
ask parents to cite the qualities they most
value in others and hope to see nurtured in their
children. The responses are always similar and
include: a sense of humor, imagination, creativity,
originality, individuality, compassion, passion... you
might add your own. Why, I then ask, would you
send your child to a school that fails to recognize
and celebrate the things you admire and hope for? In
today’s schools, public and private, particularly the
horrifying charter schools that draw highest praise
from politicians, these qualities are not nurtured
–they are scorned. Children must conform in dress
and behavior, marching from class to class, obeying
commands like, “Eyes on teacher,” and suppressing
every impulse to say or do anything that might vary
from the script.
I’m not interested in helping to create a homogeneous
generation of common children, raised on
the Common Core and marched through a regime of
controls and conformity. And I certainly don’t care to
see children’s complex and powerful emotions subdued
by a program that takes authentic feelings and
corrals them into a contrived box of “mood meters”
and catch phrases.
I cherish uncommon children who dye their hair
purple, ask uncomfortable questions and solve problems
in ways that I’d never considered. The world needs
more artists, eccentrics, rebels and dreamers, not more
cookie cutter adults who mindlessly follow all the rules.
Source: “The World Needs Uncommon Children, Not More Conformists”, by Steve Nelson. www.huffingtonpost.com Sept. 16, 2013
5 things you will love about the new platform
At AIU, we always strive to make improvements to enhance our
students experience and ensure they reap the most benefits of
their education. That is why on December 2013 we launched a
new Student Section and the response has been wonderful.
These are just some of the features that the New
Section incorporates. We strive to always improve
your experience and academic growth. Remember
whether you have the new or old student section, the
education and assistance we provide is the same. Our
goal is to help you reach the finish line and graduate!
01 A modernized and simplified appearance.
02 The ability to work on your assignments online and submit directly to your advisor.
03 The flexibility to still complete assignments offline with a simplified way to submit them.
04 Easier and faster way to view and download all PDF files.
05 Easy and centralized communication section so you can interact with your Tutor, Advisor and Student Services.
Private Tutor
The money’s good and the perks even better.
But who are the teachers giving all these extra
lessons? You might be surprised.
“Earn £800 a week tutoring in Kazakhstan,”
read one email I received earlier
this year. Another began, “Do you fancy
going to the Bahamas for three months?”
Summers in St. Tropez, Hong Kong and
Tuscany were also up for grabs.
Some may dismiss these emails as
spam. In fact, they are a few of the “international
opportunities” offered by Bright
Young Things, a British agency specialising
in “private bespoke tuition”. In Kazakhstan
the successful applicant would be
provided with “accommodation 10 minutes
from the family home”; on a Hong Kong
placement, a tutor would have to settle
for “the (spectacular) family home”. Such
assignments require at least four hours of
work a day –teaching English, for example,
or preparing children as young as five for
entrance exams to a British private school.
Private tutoring is that rare thing: a
booming British industry, in demand at
home and abroad. Some agencies have
even expanded overseas –Holland Park
Tuition and Education Consultants
opened a Dubai office in October last year.
The online education resource EdPlace
estimates, not entirely convincingly, that
British parents spend as much as £6bn a
year on private lessons for their children. A
recent Ipsos Mori poll for the Sutton Trust
found that 24% of all young people in the
UK have received private tuition at some
point; in London, the figure rises to 40%.
Across the country, and especially in
the capital, agencies have sprouted in the
hope of benefiting from this boom. Some
have prospered. But more significantly,
tutoring has become a career –and for
young people working in the arts, it is
increasingly a second career, supplementing
their creative endeavours.
As a young journalist who has just
started working freelance, I recently
joined these ranks. Last month I attended
a training day alongside postgraduate
students, former teachers and
recent graduates at a loose end –as well
as young writers, actors and journalists.
Few had formal teaching qualifications.
Almost all had degrees from Oxbridge or
other elite universities.
Source: “Home Tuition”, by Daniel H Cohen. The Guardian, October 25, 2013.
Bachelor of Human Resources Management
School of business and Economics
The Bachelor of Human Resource
Management program is offered
online via distance learning. After
evaluating both academic record and
life experience, AIU staff working in
conjunction with Faculty and Academic
Advisors will assist students in
setting up a custom-made program,
designed on an individual basis. This
flexibility to meet student needs is
seldom found in other distance learning
programs.
Our online program
does not require all students to take
the same subjects/courses, use the
same books, or learning materials.
Instead, the online Bachelor of Human
Resource Management curriculum is
designed individually by the student
and academic advisor. It specifically
addresses strengths and weaknesses
with respect to market opportunities in
the student’s major and intended field
of work. Understanding that industry
and geographic factors should influence
the content of the curriculum
instead of a standardized one-fits-all
design is the hallmark of AIU’s unique
approach to adult education.
This
philosophy addresses the dynamic and
constantly changing environment of
working professionals by helping adult
students in reaching their professional
and personal goals within the scope of
the degree program.
Important:
Below is an example of
the topics or areas you may develop
and work on during your studies. By
no means is it a complete or required
list as AIU programs do not follow a
standardized curriculum. It is meant
solely as a reference point and example.
Want to learn more about the
curriculum design at AIU? Go ahead
and visit our website, especially the
Course and Curriculum section:
www.aiu.edu/CourseCurriculum.html
Core Courses and Topics
Employee Relations
Recruitment and Selection
Benefits and Compensation
Performance and Reward
Training and Development
Business Statistics
Human Resources Management:
Industry Specific I
Human Resources Management:
Industry Specific II
International Management
Introduction to Economics
Environmental Management
Decision Making
HRM Techniques
Principles of Managerial Accounting
International Business Law
Legal Context of Employment
Relations
Project Management
Strategic Human Resource
Management
Human Resource Information Systems
Strategic Management
Orientation Courses
Communication & Investigation
(Comprehensive Resume)
Organization Theory (Portfolio)
Experiential Learning (Autobiography)
Academic Evaluation (Questionnaire)
Fundament of Knowledge
(Integration Chart)
Fundamental Principles I
(Philosophy of Education)
Professional Evaluation
(Self Evaluation Matrix)
Development of Graduate Study
(Guarantee of an Academic Degree)
Contact us to get started
Submit your Online Application, paste
your resume and any additional comments/
questions in the area provided.
www.aiu.edu/requestinfo.html?Request
+Information=Request+Information
Research Project
Bachelor Thesis Project
MBM300 Thesis Proposal
MBM302 Bachelor Thesis (5,000 words)
Publication
Each Bachelor of Human Resource Management graduate is encouraged to publish their research papers either online in the public domain or through professional journals and periodicals worldwide.
Employment Opportunities
Account Representative Affirmative Action Coordinator Arbitrator Compensation Manager Conciliator Dispute Resolution Specialist EEO Representative Employee Benefits Manager Employment Counselor Employee Relations Representative Employee Welfare Manager Federal/State Mediator Human Resources Administrator Industrial Relations Director Job Analyst
General Information
Atlantic International University offers distance learning degree programs for
adult learners at the bachelors, masters, and doctoral level. With self paced program
taken online, AIU lifts the obstacles that keep professional adults from completing
their educational goals. Programs are available throughout a wide range
of majors and areas of study. All of this with a philosophically holistic approach
towards education fitting within the balance of your life and acknowledging the
key role each individual can play in their community, country, and the world.
Accreditation
While National Accreditation is common for traditional
U.S. institutions of higher learning utilizing
standard teaching methods, every country has
its own standards and accrediting organizations.
Accreditation is a voluntary process and does not
guarantee a worthy education. Rather, it means an
institution has submitted its courses, programs,
budget, and educational objectives for review. AIU’s
Distance Learning Programs are unique, non-traditional
and not accredited by the U.S. Department
of Education. This may be a determining factor for
those individuals interested in pursuing certain
disciplines requiring State licensing, (such as law,
teaching, or medicine). It is recommended that you
consider the importance of National Accreditation
for your specific field or profession.
Although Atlantic International University’s
individualized Distance Learning Degree Programs,
are distinct from traditional educational
institutions, we are convinced of their value and
acceptance worldwide. Non-traditional programs
are important because they recognize knowledge
gained outside the classroom and incorporate a
broader more comprehensive view of the learning
experience. Many great institutions are unaccredited.
We invite you to compare our programs
and philosophy with traditional classroom-based
programs to determine which is best suited to your
needs and budget.
AIU has chosen private accreditation through
the Accrediting Commission International (ACI),
obtained in 1999. ACI is not regulated or approved
by the US Department of Education. ATLANTIC INTERNATIONAL
UNIVERSITY IS NOT ACCREDITED
BY AN ACCREDITING AGENCY RECOGNIZED BY
THE UNITED STATES SECRETARY OF EDUCATION.
Note: In the U.S., many licensing authorities
require accredited degrees as the basis for eligibility
for licensing. In some cases, accredited colleges
may not accept for transfer courses and degrees
completed at unaccredited colleges, and some employers
may require an accredited degree as a basis
for eligibility for employment.
AIU is incorporated in the state of Hawaii. As a
University based in the U.S., AIU meets all state and
federal laws of
the United States. There is no distinction
between the programs offered through AIU
and those of traditional campus based programs
with regards to the following: your degree, transcript
and other graduation documents from AIU follow
the same standard used by all U.S. colleges and universities.
AIU graduation documents can include an
apostille and authentication from the U.S. Department
of State to facilitate their use internationally.
Authentication from the U.S. Department of State
is a process that will ultimately bind a letter signed
by the U.S. Secretary of State (permanently with a
metal ring) to your graduation documents.
The AIU Difference
It is acknowledged that the act of learning is endogenous, (from within), rather than exogenous. This fact is the underlying rationale for “Distance Learning”, in all of the programs offered by AIU. The combination of the underlying principles of student “self instruction”, (with guidance), collaborative development of curriculum unique to each student, and flexibility of time and place of study, provides the ideal learning environment to satisfy individual needs. AIU is an institution of experiential learning and nontraditional education at a distance. There are no classrooms and attendance is not required.
Mission & Vision
MISSION: To be a higher learning
institution concerned about generating
cultural development alternatives
likely to be sustained in order to lead
to a more efficient administration of
the world village and its environment;
exerting human and community rights
through diversity with the ultimate
goal of the satisfaction and evolution
of the world.
VISION: The empowerment of the
individual towards the convergence of
the world through a sustainable educational
design based on andragogy
and omniology.
Organizational Structure
Dr. Franklin Valcin President Academic Dean |
Dr. Jose Mercado Chief Executive Officer |
Dr. Ricardo Gonzalez Provost |
Ricardo Gonzlez Chief Operation Officer |
Nadia Gabaldon Student Services |
Linda Collazo Registration Coordinator |
Jaime Rotlewicz Dean of Admissions |
Kingsley Zelee IT Coordinator |
Laura Guillaume Accounting Coordinator |
Clara Margalef Special Projects Director |
Juan Pablo Moreno Director of Operations |
Mario Cruz Administrative Coordinator |
Ofelia Hernández Director of AIU |
Giovanni Castillo Logistics Coordinator |
Veronica Amuz Administrative Coordinator |
Miqueas Virgile IT Director |
Amalia Aldrett Admissions Coordinator |
Felipe Gomez Design Coordinator |
Edward Lamber Tutor Coordinator |
Alba Ochoa Admissions Coordinator |
Carlos Aponte Telecom Director |
Ariadna Romero Academic Coordinator |
Sandra Garcia Admissions Coordinator |
Nadeem Awan Programmer Director |
Rosie Perez Finance Coordinator |
School of Business and Economics
The School of Business and Economics
allows aspiring and practicing
professionals, managers, and entrepreneurs
in the private and public sectors
to complete a self paced distance
learning degree program of the highest
academic standard.
The ultimate goal is to empower
learners and help them take advantage
of the enormous array of resources
from the world environment in order
to eliminate the current continuum of
poverty and limitations.
Degree programs are designed for
those students whose professional experience has been in business,
marketing, administration, economics,
finance and management.
Areas of study: Accounting, Advertising,
Banking, Business Administration,
Communications, Ecommerce, Finance,
Foreign Affairs, Home Economics,
Human Resources, International Business,
International Finance, Investing,
Globalization, Marketing, Management,
Macroeconomics, Microeconomics,
Public Administrations, Sustainable
Development, Public Relations, Telecommunications,
Tourism, Trade.
School of Social and Human Studies
The School of Social and Human Studies
is focused on to the development of
studies which instill a core commitment
to building a society based on social and
economic justice and enhancing opportunities
for human well being.
The founding principles lie on the
basic right of education as outlined
in the Declaration of Human Rights.
We instill in our students a sense of
confidence and self reliance in their
ability to access the vast opportunities
available through information channels,
the world wide web, private, public,
nonprofit, and nongovernmental organizations in an ever expanding
global community.
Degree programs are aimed towards
those whose professional life has been
related to social and human behavior,
with the arts, or with cultural studies.
Areas of Study: Psychology, International
Affairs, Sociology, Political
Sciences, Architecture, Legal Studies,
Public Administration, Literature
and languages, Art History, Ministry,
African Studies, Middle Eastern Studies,
Asian Studies, European Studies,
Islamic Studies, Religious Studies.
School of Science and Engineering
The School of Science and Engineering
seeks to provide dynamic, integrated,
and challenging degree programs
designed for those whose experience
is in industrial research, scientific production,
engineering and the general
sciences. Our system for research and
education will keep us apace with the
twenty-first century reach scientific
advance in an environmentally and
ecologically responsible manner to allow
for the sustainability of the human
population. We will foster among our
students a demand for ethical behavior,
an appreciation for diversity, an understanding
of scientific investigation, knowledge of design innovation, a
critical appreciation for the importance
of technology and technological change
for the advancement of humanity.
Areas of Study: Mechanical Engineering,
Industrial Engineering, Chemical
Engineering, Civil Engineering, Electrical
Engineering, Computer Engineering,
Physics, Chemistry, Biology, Mathematics,
Communications, Petroleum
Science, Information Technology,
Telecommunications, Nutrition Science,
Agricultural Science, Computer
Science, Sports Science, Renewable
Energy, Geology, Urban Planning.
Online Library Resources
The AIU Online Library gives users instant access to more than 275 million records
in 470 languages from 112 counties. The Library Resources include 130,000 books
in e-format and over 15.9 million full text journals, articles, and periodicals. A new
record is added very 10 seconds ensuring the research material available is at the
cutting edge and keeping up our rapidly changing world.
With access to a worldwide union catalog created and maintained collectively by
more than 9,000 member institutions, students are assured an excellent research
tool for their study programs. The AIU Online Library contains 108 million quality
records, over 29,000 e-books, dozens of databases and more than 15.9 million fulltext
and full-image articles. Accessing over 60 databases and 2393 periodicals in full
text you will be sure to find the information you need for your research project or
assignment. Records exist for everything from stone tablets to electronic books, wax
recordings to MP3s, DVDs and Web sites. Users will discover that many records are
enriched with cover art, tables of contents, reviews, excerpts and other descriptive
information. Records typically have library holdings information attached. Users
can quickly evaluate relevance and decide if it’s the correct resource.
Education on the 21st century
AIU is striving to regain the significance of the concept of education, which is rooted into the Latin “educare”, meaning “to pull out”, breaking loose from the paradigm of most 21st century universities with their focus on “digging and placing information” into students’ heads rather than teaching them to think.
For AIU, the generation of “clones” that some traditional
universities are spreading throughout the real
world is one of the most salient reasons for today’s ills.
In fact, students trained at those educational institutions
never feel a desire to “change the world” or the
current status quo; instead, they adjust to the environment,
believe everything is fine, and are proud of it all. In a world where knowledge and mostly information
expire just like milk, we must reinvent university
as a whole in which each student, as the key player, is
UNIQUE within an intertwined environment.
This century’s university must generate new
knowledge bits although this may entail its separation
from both the administrative bureaucracy and the
faculty that evolve there as well.
AIU thinks that a university should be increasingly
integrated into the “real world”, society, the economy,
and the holistic human being. As such, it should concentrate
on its ultimate goal, which is the student, and
get him/her deeply immersed into a daily praxis of
paradigm shifts, along with the Internet and research,
all these being presently accessible only to a small
minority of the world community.
AIU students must accomplish their self-learning
mission while conceptualizing it as the core of daily
life values through the type of experiences that lead
to a human being’s progress when information is converted
into education.
The entire AIU family must think of the university
as a setting that values diversity and talent in a way
that trains mankind not only for the present but above
all for a future that calls everyday for professionals
who empower themselves in academic and professional
areas highly in demand in our modern society.
We shall not forget that, at AIU, students are
responsible for discovering their own talents and potential,
which they must auto-develop in such a way
that the whole finish product opens up as a flower that
blossoms every year more openly.
The AIU stance is against the idea of the campus
as a getaway from day-to-day pressure since we
believe reality is the best potential-enhancer ever; one
truly learns through thinking, brainstorming ideas,
which leads to new solutions, and ultimately the
rebirth of a human being fully integrated in a sustainable
world environment.
Self-learning is actualized
more from within than a top-down vantage point, that
is to say, to influence instead of requesting, ideas more
than power. We need to create a society where solidarity,
culture, life, not political or economic rationalism
and more than techno structures, are prioritized.
In short, the characteristics of AIU students and alumni
remain independence, creativity, self confidence, and
ability to take risk towards new endeavors. This is
about people’s worth based not on what they know but
on what they do with what they know.
S
hare with Us: Students and Alumni, would you like to share something and have it published in the AIU Magazine? Please send us a brief summary of what idea, news, experience, achievement, project, or anything you would like to share, we will then reach out to you and help you prepare it for future publication/inclusion in the AIU Magazine.