The Apollo Group (University of Phoenix) Case Study #45

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RUNNING HEAD: UNIVERSITY OF PHOENIX

The Apollo Group, Inc. (University of Phoenix) Case Study #45 JacQueline E. Smalls
Capella University

Table of Contents

Abstract……………………………………………..…..……………..……………………Page 3

Planning Strategically for Domestic and Global Environments……..………….………….Page 5

Strengths, Weaknesses, Opportunities, and Threats…..…..………….………………..……Page 7

Solving Problems……………………………………..………..………….……………..….Page 8

Creating Value………………………………………………..………………..……………Page 9

The Apollo Group, Inc.’s Financial Information……………..……………………………..Page 9

The Best Online College Ranking 2009…………………….……………………………..Page 11

Recommendations………………….……………………….……………………………..Page 12

Conclusions………………………………………………………………………………..Page 14

References………………………………………………………….………..…………….Page 15

ABSTRACT

This paper will examine The Apollo Group, Inc. (University of Phoenix) Case Study 45 in several sections. The components of this paper are five-fold: • To plan strategically for domestic and global environments • Create organizational value

• Employ high-performing business management techniques
• Solve problems within professional standards
• Use appropriate financial models and principles to support

The University of Phoenix has emerged as one of the largest colleges of adult higher education learning. It continues to expand its market, often reaching areas that are untouched. The technology of the University of Phoenix brings its students as well as its faculty together, giving them the very best that the school has to offer.

The Apollo Group, Inc. prides itself in being the largest private university in North America and one of the leading online colleges. At a time when many 55-year-olds were thinking of, planning, and preparing for retirement, former teacher John G. Sperling was preparing to embark on a new journey. Sperling had a vision for The Apollo Group, Inc. His vision went above and beyond what was considered normal for some people. He wanted to accommodate college students the same as other colleges but his vision for the student was different. He wanted to reach an untouched market. This untouched market was potential college students who were not 18-22-year-olds, theages of those that were attending college. Sperling’s target market was working adults who were overlooked as well as neglected when it came to higher education. “There are 70 million working adults in this country who don’t have a college degree,” says Eduventure market analyst Sean Gallagher. The working adults know that to move ahead, they need a college degree but because of family and job responsibilities, they are unable to sit in a classroom. Higher education as people knew it was about to change and grow into something completely new and quite unique.

That was in 1976 and in additional to Sperling’s goal to reach the untouched market of working adults as college students was his goal to make money. For newly entrepreneur and founder Sperling, there were many issues from starting a new venture there were many decisions that had to be made. As with any person that starts a new venture, Sperling was probably faced with uncertainty, complexity, and a lot of risk. He was even creative when recruiting his teaching staff. Once again, he went against what was normal. Instead of recruiting professors with tenure, he recruited working professionals as teachers for the University of Phoenix. Most radical of all, while nearly all other universities are nonprofit, Sperling ran his university to make money. Those ideas sparked overwhelming resistance from the education establishment, which branded UOP a “diploma mill” (Pearce & Robinson, Case 45).

Planning Strategically for Domestic and Global Environment

Sperling had this mission in mind when he founded the University of Phoenix: “The Mission of University of Phoenix is to provide access to higher education opportunities that enable student to develop the knowledge and...
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