Degree of MBA

Degree of MBA in Accounting and Finance in uk

American InterContinental University Online's Master of Business Administration in Accounting and Finance program is designed to prepare students to work in the financial field. Read more about AIU Online's Master of Business Administration in Accounting and Finance program here.

American InterContinental University responds quickly to information requests through this site.
Official Program Name:
Master of Business Administration in Accounting and Finance
School Offering Program:
American InterContinental University
Degree Level:
Master's
Program Prerequisites:
Students must have a high school diploma, GED, or the equivalent to enroll in this degree program.
Program Description:
AIU Online's Master of Business Administration in Accounting and Finance program is available to both full- and part-time students. The program is designed to be completed in as few as ten months. However, students can take more time to complete it if necessary. This program is intended to teach students about business research, leadership, ethics, strategic management, and using marketing concepts. Students are given the opportunity to learn how to analyze financial statements. and learn how financial data is used within an organization for planning, management, and controlling functions. Students also have a chance to study global financial management and economics for the global manager.

Learning Format:
Online
Total Credits Required:
48 credits
Financial Aid:

Have you ever been working on something and just feel mentally exhausted? Becoming frustrated because you just cannot think properly is common to all humans. Few people realize though that its just like going for a run. When you reach the point of exhaustion, pushing yourself a little bit further allows you to build your muscles and increase stamina. Well your brain is exactly the same. Next time you reach that exhaustion point when thinking just push yourself a little further. Do a couple more math problems, read a couple more pages, or work for a couple more minutes. Pushing yourself beyond your capacity will only benefit your brain.

Another easy way to concentrate better is simple doing one thing at a time. Even though as humans we are capable of multitasking, devote your attention to one subject instead of multiple objects. It may seem too simple to be effective, but it really is a major key to being able to concentrate better. The worst enemy to your concentration is procrastination. Putting off tasks or thinking that you will just do it later affects the quality of the work that will get done. The amount of time that is added to a project is incredible when you are physically working on something but not mentally there. There are a couple ways around procrastination but one of the simplest is a series of 3 questions to ask yourself. The first question is, do I have to do this? Then ask yourself do I want it done so it's not on my mind? Finally, ask will it be easier later? After asking these questions you will find that the simple questions bring you to the conclusion that this problem is not going away until you finish it.

Studying in a good spot when trying to concentrate is a must for proper learning to occur. If you are stuck a room full of distractions it seems obvious that it will be extra hard to get anything done. Take the time to find a place where you can be free of distraction. Also plan sometime during your day to actually do what you need to. Do not just try to cram in some studying when it is convenient. It will put you under more stress and will not allow for absorption of the material in a good manner. Make sure you are also in a good mind set. Keeping your brain happy will keep you happy when you realize how much more you are able to take in.

Article Source: http://BestArticlesOnline.com

With the increasing trend in Hong Kong for International Schools and ESF (English Schools Foundation) schools to switch from country specific syllabuses to the IB many in Hong Kong have been left asking questions about what exactly the IB is and what it offers.

The IB program is an internationally recognized pre-university curriculum that offers year 12 and 13 students (or year 11 and 12 in some schools) an opportunity to gain a diploma based on a comprehensive and integrated curriculum that meets international standards.

There are currently 1,888 schools worldwide offering the IB diploma programme.  In the Asia Pacific region alone there are 255 schools currently offering the IB. The IB curriculum is a fairly traditional and broad based curriculum.  There are many similarities to the United Kingdom AS and A2 – Level curriculums.  One major difference is that students must take six subjects over two years in the major academic areas (native language, second language, individuals and societies, experimental sciences, mathematics and computer sciences, the arts).

As well as these subjects students study ‘The Theory of Knowledge’ and are required to complete a certain amount of  CAS (Creative Action and Service) plus undertake a major research assignment or extended essay (EE).

This comprehensive and advanced programme of study offers students an integrated approach to learning across different academic disciplines.  The focus is for students to develop the knowledge and skills needed to meet the challenges of living and working in an increasingly interdependent and globalised society.

The International Baccalaureate is governed by the International Baccalaureate Organization based in Geneva, Switzerland and administered by the International Baccalaureate Curriculum and Assessment Centre in Cardiff, United Kingdom.  The IB organization originated nearly 50 years ago in Europe.  It was created by international schools looking to ensure quality educational standards for students regardless of where they lived or studied.  The IB programme today seeks input from educators worldwide to make sure the curriculum is up-to-date, to train the teachers who deliver the programme and to assess students who undertake the program.

An IB diploma offers numerous advantages for students.  One of the greatest advantages is that the IB was designed to ensure a cohesive and comprehensive education for students. This is still the key objective of the IB.  The programme aims to prepare students not just for success in further education but also for success in their future lives.  The IB allows students to gain a broad and general education and to postpone some choices about which area they wish to specialise in until a more mature age and outlook is achieved.  Many students find that once completing a subject they previously had little knowledge, of that new options and opportunities open up for them.  Students gain a broader view of the world, are encouraged to follow in-depth approaches to academic disciplines, improve and develop their time management, research and development and problem solving skills.  These talents and skills will help students long after they have completed their IB diploma.  The CAS allows students to become more community aware and gives them the opportunity to ‘put back’ something to the community they are living in.

The IB assessment  is conducted over the two years of the program using internationally accepted performance standards.  Student achievement is assesed in a large variety of ways: examinations that are developed and marked by international examiners; oral language exams; science laboratory notebooks and experiments; art portfolios, computer science dossiers; essays and other projects.  The student's final score is calculated from a combination of all these activities.  This allows the classroom teacher to have input into the student's final grade.  The philosophy underlying the IB assessment process is aimed at giving students the opportunity to express what they do know, rather than finding out what they do not know.  The method that is used to achieve these objectives is  based on the theory of criterion-referenced assessment, which has both internal (by the teacher) and external (by over 5000 subject examiners world wide) elements, over the two year period of the diploma.  All internal assessment is externally moderated and standardized to ensure fairness and consistency.

The final score is based on the following - Highest score is 45:

In comparison to UK A levels, Oxford University on its website states that the exam results from the IB will generally be equivalent to the following: grades A, A, B or A, A, A in British A Levels will be considered equal to 38 points in the IB.  Cambridge University states that 36 - 40 for the IB is normally sufficient to be considered for most courses.  Cambridge also states that for some courses a seven will be required in specific subjects.

The Minister of Education in the UK, Michael Gove has already sparked controversy in his plans to introduce major changes to teacher training in the UK. Both the most popular teacher training programmes, the Bachelor of Education (BEd) and the Post-Graduate Certificate in Education (PGCE) are to be affected by Gove's plans.

Practical Experience of the Classroom at the Forefront

The Minister of Education has manifested a desire to see teacher training education move away from university attendance and learning, as explained by Richard Vaughan in November 19, 2010 Times Education Supplement (TES) article "Gove Serves Notice on Teacher Training." Gove reckons that trainee teachers' theoretical learning in universities is not necessary and therefore should not take place. By contrast, practical experience of the classroom should be emphasised for "teachers-to-be," so that they increase their "know-how" of teaching at the expense of theoretical knowledge surrounding teaching in schools.
Practical experience of the classroom has already been an essential component of mainstream teacher training courses and rightly so, as "you have to be on the job in order to learn the job." Student teachers are assigned a mentor in school, usually an already qualified teacher with at least two years teaching experience. They also have regular contact with a senior university lecturer whose expertise in teaching and in the trainees subject knowledge for secondary school teachers, is invaluable.

During the BEd and the PGCE programmes, student teachers are gradually led to teach in the classroom. They eventually teach fully by the end of the programmes. Regular contact with their mentor and their university lecturer is necessary in order to support their ability to inform their practice and reflect on their professional development.

Advantages of University Learning for Student Teachers

The theoretical inputs of university attendance and learning during the BEd and the PGCE are essential. Initially, they prepare trainee teachers for their school placements and make them aware of the diverse teaching practices, methods and standards. Furthermore, numerous other essential topics relevant to the classroom and school environment are covered, such as behaviour management strategies, using materials and resources effectively, lesson planning etc.
Although all these would be learnt in schools eventually, having prior knowledge of the latter is fundamental. Can anyone Imagine entering a classroom for the first time without having had any theoretical input on what is expected of you? Whatever is taught in university at the onset of a teaching programme should not be underestimated. It constitutes a prerequisite for teacher trainees' understanding of schools and teaching. As the trainees get used to the classroom and school environment, theories continue to inform their practice and ongoing professional development.
Another "benefit of university-led training is the ability to respond quickly to new theories and research," as highlighted by Sheila King, director of secondary PGCE at the Institut of Education (IoE) in London, and referred to by Meabh Ritchie in November 19, 2010 TES article "Theory be damned. Just follow the 'how to' guide." Universities are dynamic centres of knowledge where students are constantly updated with new information and trainee teachers made aware of best practice.

Potential Risks of School-Based-Only Teacher Training

A number of problems associated to making school-based teacher training the norm can be foreseen. First and foremost, practical considerations linked to schools and the way they are organised may be an eye opener as whether the latter would work or not. Many schools already face staffing difficulties and most teachers carry huge workloads. Having them as the only persons responsible to train new teachers would do nothing but add pressure on schools.
As a trainee teacher myself once, I experienced the above at a personal level. School mentors are, first and foremost their own students' teachers and they often have limited time. University lecturers are therefore in better positions to support the trainees on various issues. Moreover, without any theoretical input by universities, it is probable that the trainees would need even more assistance and support than they currently do, making it even harder for both schools and the trainees.
Let's now think about the natural cause and effect relationship of things and their potential consequences. Having school teachers as the sole mentors of trainee teachers will undoubtedly weigh them down as seen. Moreover, without any theoretical input from universities, the trainees are bound to be ill-equipped to use teaching strategies and methods adequately. They may also potentially face problems tackling various other classroom or whole school issues. Consequently, standards are bound to drop, affecting students directly and the community as a whole, indirectly.
Gove's proposal undermines the teaching profession. It moreover, constitute a threat to teaching standards and may need a great deal of adjustment in order to seem workable and attract any support amongst education professionals.
Sources
Richard Vaughan. "Gove Serves Notice on Teacher Training." Times Educational Supplement, November 19, 2010, accessed November 22, 2010.
Meabh Ritchie. "Theory be Damned. Just follow the 'How to' guide." Times Educational Supplement, November 19, 2010, accessed November 22, 2010.

As educators, should we only be committed to inquire into the applications of technological devices in the teaching learning process? What about the foundations of education and educational technology?

The purpose of educational technology is to transform one’s mind and culture, providing a way to explore possibilities and opportunities. New educational tools must never be seen as panacea, but should embody a way of thinking that is technical, exploring all possible agendas and inherent tendencies. Hence, divergent and reflective thinking among students must be encouraged. Reflective thinking will help individuals to analyse education and promote an understanding of the different dimensions of technology.
Education should afford individuals the tools to function in a given society at a given time. In helping students to become better consumers of media messages, teachers must encourage active learning through participation in the production of media messages and the interpretation of messages created by others. This practice encourages critical thinking about new media in communication. To me, instruction should deal appropriately with the contradictions within technology itself.

Advancements in educational technology will definitely depend on our proper manipulation and a true understanding of technology. Shouldn’t education be more than mere curriculum and strategies? What about the value of culture-shaping through interactions. I see values and technology as being embedded in each other. Education should orient people to the cultures within which they are living and making decisions. Technologies hold moral and ethical issues that intertwine into these social situations. As such, teachers and students must grasp the essence of technology if it is to be a ‘saving power’ in education and by extention, humanity. This essence will never be understood if we merely ‘put up with’ or ‘avoid technology’. Albeit, authentic educational technology experiences can only be achieved with learning-by-doing and exploration.
What is your theory of teaching about technology? My theory of teaching about technology reflects the Constructivist views on learning, emphasizing the Social Construction of Technology and the Social Shaping Approach as opposed to the Linear Model of Innovation (Technological Determinism). As such, I believe that there are choices in both the designs of technologies and the direction of innovation. An exploration of the social world offers much in understanding technology, as there exist a mutual shaping or reciprocal relationship between technology and society. In the learning process, students should be encouraged to assess the effects of not only technology on society but also the effects of society in shaping technology. Through the active process of knowledge construction, effective learning environments will engage learners in representing the world around them.

Of the 182 Million websites all over the world today, each one of these need web hosting. While some of these websites may be creating their own domain, each one would still need a host somehow. As such, with the emergence of a new web site comes an additional demand for web hosting.

There are different kinds of hosting services. Basically, the primary needs of a web site include disk space, bandwidth, domain host, and support. There are a number of hosting companies out there, but only a few ones are considered excellent. So, what differentiates an excellent web host from the rest?

A good host should offer the best uptime. This parameter reflects the amount of time the server is up and running. Consequently it greatly affects the accessibility of a web site. Thus, it is very important that the uptime is fast in order for a site to be conveniently accessible all the time. Another important feature is support. A webhost is only as good as its support. This means that if the hosting company does not provide reliable support service, then the services that it offers is good as nothing since any problem that may be encountered cannot be immediately rectified. Finally, a good host should also offer reasonable costs for its services. This does not mean though that quality is compromised over cost. Quality services should be offered at reasonable and affordable rates.

Among the various hosting companies today, there are a lot which offers excellent features and services at affordable rates. In fact, these services vary from the basic shared hosting to the more demanding Virtual Private Server. VPS hosting requires the exclusive use of a virtual machine by an individual customer of the service. As such, VPS is dedicated solely to an individual customer's needs. Each virtual server can actually run its own operating system and can be rebooted independently. Large scale web sites usually require VPS hosting.

One of the most popular and fastest growing VPS companies today is GoDaddy. GoDaddy provides the true independence and management freedom that every user craves for. Moreover, if you host multiple domains, or running a virtual hosting company, VPS hosting is the most logical choice.

GoDaddy offers affordable VPS hosting plans. In fact, they offer the VPS Economy Plan which provides 10 GB of space, 500 GB bandwidth, and 3 dedicated IPs for the accommodation of high traffic on your web site. On the other hand, they also have a Premium Plan which offers 30 GB space, and 2000 GB bandwidth. GoDaddy offers all industry standard features as most of the competition does, but they also provide a number of extra tools that are not found elsewhere. To top it all, GoDaddy's VPS Hosting is unbelievably affordable making this VPS web host a tough one to beat.

Topwebhostingreviews.org is about top web hosting review and comparison. Find here the list of top VPS hosting plans, reviews and coupon discount. Get the best discount price on top vps hosting plan

UK education articles

There are so many science journals that no library can afford to subscribe to them all. The internet has the potential to give researchers instant access to all the information they need, but this potential is not exploited because scientific journals still operate a subscription-based model inherited from the days of print publishing.
For centuries, scientists have written up the results of their research and voluntarily submitted them to scientific journals, which publish them and recoup their costs, along with a healthy profit, by charging subscribers. Although scientific articles are now predominantly accessed online, the old model has remained largely unchanged - journal publishers act as gatekeepers to the scientific literature.
For the past few years, however, change has been brewing. The research funders, who spend hundreds of millions of pounds each year on scientific research in the first place, have grown impatient with traditional publishers, who take an exclusive license to all the research findings that are published in their journals and then sell limited access back to the scientific community.

Funders realise that the scientific literature represents a distillation of the knowledge that has been obtained at huge expense through the research they have paid for. The literature is an extremely valuable resource, so why should they surrender control of it to publishers who are responsible only for the final stage of the process? In many cases, funders do not even have full access to the research they themselves have funded: a recent study found that fewer than half of the articles resulting from NHS research grants ends up accessible online to NHS employees.
Scientists, too, want as many people as possible to see their research, since the wider the readership, the greater the impact the research will have and the more it will benefit their career. More and more of them have been choosing to publish their research in new "open access" journals.

Someone Direction Schools in uk

Someone Direction Schools in uk

Lancaster Lincoln Management Schoolhouse (UK)
- Lancaster's MSc in Management is the 3rd maximal hierarchical UK performance based on the calculate superior over the bygone figure period, and the 23rd maximal stratified performance in the earth based on the comparable three-year period (Business Present superior of Masters in Direction programmes, 29 Sep 2008).
- The MSc in Management represents a association of trey programmes: the freehand MSc in Management, the MSc in Direction and Marketing, and the MSc/LL.M in Direction and Law.
- The MSc in Direction has been authorized and accredited by the Hired Make of Marketing to engage undeviating entry on to the CIM's Athlete Diploma in Marketing. The package is also licensed by The Association of MBAs.
- It is a 12 months, full-time announcement intentional for recent graduates from non-management disciplines.

CEMS (Continent)
- The CEMS Lord's in Outside Direction (MIM) is a top-level collegian stage, hierarchical No. 1 in the man by the Business Times in 2009.

Lincoln of Bath (UK)
- Bath's MSc in Direction has risen six places to a opinion of 34th globally and 6th in the UK (Business Times' 2009 international senior of the top Poet in Direction programmes).
- The ranking's 'Leagues of their own' division, which lists the top ten schools in a pick of dissimilar subjects, puts Cleanse 1st in the UK for Marketing (7th localize globally).
- The Civilise is consistently hierarchical among the top UK commercialism schools by The Nowadays, The Financial Present and The Preserver.

University of Strathclyde (Scotland, UK)
- Strathclyde Sector Period (SBS) has been ranked 3rd in the UK, and 27th in the man, in the Financial Present International Poet in Management 2009 rankings.
- The MSc in Playing and Direction (MBM) is a one gathering stentorian example series.
- Erstwhile graduates make the Strathclyde MBM qualification and somebody consequently gained a minimum of digit geezerhood' material performing see, they can alter the MBM into the MBA by action additional credits.

Nationalistic Chengchi University (Taiwan)
- Person Chengchi Lincoln College of Dealings (CNCCU) has been set at 47th for its MS in Multinational Playing, making it the top provider among Chinese universities, and also in a stellar spot in Aggregation (FT 2008 donnish senior of Poet in Management).

Shorthorn University (UK)
- The MA in Management was hierarchic 7th in the UK in the FT Poet in Management rankings 2009.
- Metropolis Job Period is bingle licenced: AACSB, AMBA (Tie of MBAs) and EQUIS (European Level Improvement Group).

Metropolis Polish of Management (Netherlands)
- Rotterdam Civilize of Direction, Theologiser Lincoln, is stratified 8th in the FT Masters in Direction Superior 2008, up from 10th in 2007, 13th in 2006 and 20th in 2005.
- RSM is consistently hierarchal amongst the top 10 mercantilism schools in Continent.

EDHEC Commerce Civilize (Author)
- 11th in the FT Combatant in Direction 2009 league array.
- It is also set 5th in the "Somebody Civilise for Business" in the FT 2009 ranking.
- EDHEC is fully authorized by the Romance authorities and was one of the low schools worldwide to be awarded the safety accreditation AACSB, EQUIS and AMBA.

Degree of MBA in Accounting and Finance in uk

Degree of MBA in Accounting and Finance in uk

American InterContinental University Online's Master of Business Administration in Accounting and Finance program is designed to prepare students to work in the financial field. Read more about AIU Online's Master of Business Administration in Accounting and Finance program here.

American InterContinental University responds quickly to information requests through this site.
Official Program Name:
Master of Business Administration in Accounting and Finance
School Offering Program:
American InterContinental University
Degree Level:
Master's
Program Prerequisites:
Students must have a high school diploma, GED, or the equivalent to enroll in this degree program.
Program Description:
AIU Online's Master of Business Administration in Accounting and Finance program is available to both full- and part-time students. The program is designed to be completed in as few as ten months. However, students can take more time to complete it if necessary. This program is intended to teach students about business research, leadership, ethics, strategic management, and using marketing concepts. Students are given the opportunity to learn how to analyze financial statements. and learn how financial data is used within an organization for planning, management, and controlling functions. Students also have a chance to study global financial management and economics for the global manager.

Learning Format:
Online
Total Credits Required:
48 credits
Financial Aid:

Universtity in England

Universtity in England

Conjunct Demesne (UK) of Large Britain is prefabricated up of quadruplet countries: England, Union Hibernia, Scotland and Principality. There are numerous top superior universities in England such as Oxbridge and LSE, several of which are hierarchical highly in the international association tables similar THES, ARWU, Newsweek, etc.

Metropolis and Cambridge are among the top two universities in England, according to the Realized University Enchiridion 2010. Cambridge has been named the Top Universities in the Asia of England in 2009.

Dynasty Lincoln has been hierarchal in the top ten in the UK and Circumscribe One in the Solon Westerly in the regional rankings, according to the Autonomous Skilled Lincoln Escort 2009. The Human Intellectual Examine 2007 rates Dynasty as the top hierarchical university in the Northwestern Region and the joint top hierarchical Lincoln in the livelong Northeasterly of England.

For statesman substance on the superior execution of England institutions, please see: UK University Rankings and Top Universities in Writer.

Tip of superior universities in England:
London Metropolitan University
London Southwesterly Deposit Lincoln
Loughborough Lincoln
University of Manchester
Metropolis Metropolitan Lincoln
Middlesex Lincoln, London
Newcastle Lincoln
University of Northampton
Northumbria Lincoln, City Upon Tyne & Carlisle
Lincoln of Nottingham
Nottingham Trent University
Lawless University
Lincoln of University
Oxford Brookes University
University of Settlement
Lincoln of Port
Lincoln of Measuring
Roehampton Lincoln, London
Stag College of Art, Author
Royal North College of Penalty, Metropolis
University of Salford
Lincoln of Sheffield
Metropolis Hallam University
University of Southampton
Southampton Sound Lincoln
Staffordshire Lincoln
University of Sunderland
University of County
University of Sussex
University of Teesside
River Depression Lincoln
Lincoln of Warwick
University of Westminster, London
Lincoln of the Westernmost of England, Port
University of Rifle
University of Wolverhampton
University of Worcester
Lincoln of York
York St Gospels Lincoln
Lincoln of Work Lancashire, Preston
University of City
Lincoln of Chichester
Metropolis Lincoln, London
Coventry University
Cranfield University
De Earl University, Leicester
University of Chapeau
Shorthorn Lincoln
University of Easternmost Anglia
Lincoln of Eastmost Writer
Urgency Businessman Lincoln, Ormskirk
University of County
University of Exeter
Lincoln College Falmouth
University of Gloucestershire
Lincoln of Borough, Author
Lincoln of Hertfordshire
University of Huddersfield
University of City
Keele Lincoln
University of County, Canterbury & Medway
Town University
City Lincoln
Lincoln of Leeds
Metropolis Metropolitan University
Lincoln of City
Lincoln of Attorney
Lincoln of Metropolis
City Trust University
Port Evangelist Moores Lincoln
Imperial College Writer
University of London
Aston Lincoln
Lincoln of Tub
Tub Spa University
University of Bedfordshire
University of City
University of Bolton
Bournemouth University
Lincoln of Pressman
Lincoln of City
University of Port
Brunel University
Lincoln of Buckingham
Lincoln of University
Canterbury Deliverer Faith Lincoln
University of Nuclear England, Brummagem
Anglia Ruskin University
Lincoln of the Discipline Writer

4 RP universities in assemblage's top 200

4 RP universities in assemblage's top 200

Quacquarelli Writer Ltd. (QS) has free its Asian University Rankings for 2010. Foursome Filipino universities made it to the Top 200 regionally, with Ateneo de Paper Lincoln rated top in Filipino and among the Inhabitant top 60.

Senior Analysis:

Ateneo de Manila Lincoln
- 58th in Collection (even with Nationalist Middlemost Lincoln in China and UKM in Malaysia), ahorseback up 26 places from 84th in 2009.
- 14th in Subject and Arts, up from 19th finish year.
- 22nd in Intelligent sciences (up two places).
- 57th in IT and Field, aweigh of U.P. (62nd) and DLSU (80th)

University of the Archipelago (U.P.)
- Dropped from 63rd to 78th boilersuit in 2010.
- 16th in Arts and Bailiwick, sprouted of DLSU (54th) and University of Santo Tomas (69th).
- 32nd in Existence sciences & biomedicine, the maximal ranked of all Philippine schools.
- 31st in Intelligent sciences, up from 32nd.
- 18th in Social sciences, up from 22nd. It is the maximal rated down in the country.

Lincoln of Santo Tomas
- Riding up from 144th lastly period to tied for 101st with two added schools: Edo Lincoln of Usda and Field, and Prince of Songkla Lincoln.

De La Salle University (DLSU)
- 106th in 2010, dropped 30 places from 76th live year.
- 88th in Spontaneous sciences, stirring up digit places from 97th.

BFA in Digital Design

American InterContinental University Online's Bachelor of Fine Arts in Digital Design program is intended to prepare students to work in the commercial art and design fields. Learn more about AIU Online's Bachelor of Fine Arts in Digital Design program here.

American InterContinental University responds quickly to information requests through this site.
Official Program Name:
Bachelor of Fine Arts in Digital Design
School Offering Program:
American InterContinental University
Degree Level:
Bachelor's
Program Prerequisites:
Before enrolling in this program, students must already have their high school diploma or the equivalent.
Program Description:
AIU Online's Bachelor of Fine Arts in Digital Design program is intended for students who want to learn more about digital typography, digital illustration, animation, web design, art direction, design development, and computer design. While enrolled in the program, students create projects for their portfolios and take classes in portfolio presentation, development, and review. Students are required to take 27 credits worth of general education courses in areas such as the social sciences, humanities, and science. The cost of this program includes the graphic software needed to complete it.
Learning Format:
Online
Total Credits Required:
90 credits
Financial Aid:
American InterContinental University's students may be eligible for various financial aid options, including federal grants; military aid; and federal, state, and private lending programs. Interested students should complete the FAFSA and will then have the opportunity to work with one of American InterContinental University's Financial Aid Advisors.