The development of new academic programs follows an intense five-phase process that involves careful research, input from key stakeholders, and multiple levels of review. In the initial phase of program development, following approval by the office of the provost, ideas for potential programs are evaluated against such criteria as labor market forecasts, professional trends, academic and professional standards, and comparative analysis of comparable programs being offered by other institutions. University of Phoenix also periodically surveys employers to discover what their hiring needs are, and adjusts its offerings accordingly.

When the University considered launching a graduate program with a concentration in energy management, for example, administrators met with key energy producers in Houston to determine what skills an MBA working in that field should possess. “What we found,” says Dr. Brian Lindquist, dean of the School of Business, “was that people in the energy field have great technical expertise but need to develop their interpersonal skills. We also discovered that energy professionals tended to be focused on one specialized portion of the industry and had virtually zero understanding of the industry as a whole. Immediately we saw that having broader awareness of the interrelationships within the industry could be of great value to a person with an MBA in that field.”

To further establish whether or not a new program should be implemented, the University performs extensive research, using such sources as internal data, publicly available sources such as the Bureau of Labor Statistics and the National Center for Enrollment Statistics, and research provided by third-party vendors. The University also uses student input to determine whether there is sufficient demand to establish a new program; for example, it may conduct focus groups with potential students, which are then used as the basis for more sophisticated market research into the educational goals working learners wish to attain. After identifying sufficient justification for launching a new program, the development process moves into its second phase: new program development considerations that examine the needs of regulatory and accrediting bodies that may affect design decisions.

During the third phase of new program design and implementation, core stakeholders ―especially faculty members and employers― become critical to the process. Faculty councils, or groups of specially selected instructors, design the new curriculum through a process facilitated by the college dean’s office. Employers and external business professionals are likewise asked for their input in creating new programs, as are members of external regulatory bodies.        

In developing the graduate program in energy management, for example, University of Phoenix administrators drew upon the expertise of industry leaders from a wide variety of energy-related fields, such as management and distribution professionals, experts in nuclear power, and environmentalists. “Based on this knowledge, we learned that energy was becoming a far more comprehensive field,” Lindquist says. “Our program expanded from its focus on oil and gas to include renewable energy sources as well.” University of Phoenix practitioner faculty, he notes, were just as crucial to the process as the industry representatives that the University interviewed. “That’s one of the strengths of our program development process,” he says. “We’re able to capitalize on a resource we already have ― our faculty.”

Likewise, when the University was developing its accounting program, practitioner faculty in the accounting field provided the know-how on which the program was based. “We asked our faculty what accounting students need to know,” Bill Berry, associate dean of the School of Business, recalls, “and learned that communications and problem-solving skills were most in demand. They also helped us select software that would help students study for the CPA exam. With their help, we put together a program that was more practical and hands-on than your typical accounting major.” Berry also notes that the program was built around the standards set by the National Association of State Boards of Accountancy.

Program Development Process Must Meet Stringent Standards for Quality and Efficiency

After outcomes and standards are defined for a new program, it enters into phase four of the process: receiving institutional approvals. Upon recommendation of the provost, the program is reviewed by the academic cabinet, and the University of Phoenix board of directors. Once the program design is deemed satisfactory, a Change Request is submitted to the Higher Learning Commission (HLC), the University’s regional accreditation association. Upon approval from the HLC, resources are deployed for course development and, eventually, the new program is published. 

The success of the program development process is measured by three main criteria: cycle time from HLC Institutional Change Request approval through final program publishing, ideally less than 24 months; the percentage of programs submitted to the HLC which achieve HLC approval (preferably 100% of them); and percentage of students satisfied with program-related topics and objectives, assignments, and learning material (ideally greater than 85%). Qualitative criteria, obtained throughout the process from faculty council members, subject matter experts, and employers, are also used to evaluate the program design process. 

In addition to the evaluation of the process, the college also examines the results of operations of the program, particularly learning outcomes. Faculty qualitative comments are reviewed and each year a plan for revision of courses is developed based on noted areas for improvement. 

“The striking thing about our program development process,” says Berry, “is that it’s so systematic. It allows us to align new programs to our educational and professional standards from conception to implementation.” In this way, University of Phoenix assures that its degree programs will consistently bring students the high-quality, practical, and useful courses that are its trademark.