Industry Analysis of Apollo Group Inc and Career Education Corporation

Oaktree Capital Group and Apollo Global Management are large players in the alternative asset management space that both offer attractive investment strategies. Apollo has a broader scale and scope than Oaktree, and offers a wider range of private equity products. While these features may be more attractive to investors, both firms offer unique investment strategies in the distressed investments space. Thus, either firm may offer a private equity product that best suits the client’s portfolio allocation criteria.

This case is about Dave Armstrong, a 29 year old second year MBA student of Harvard Business School. Immediately after his graduation from a small liberal arts college in Texas, he started working for Thorne Enterprises as a computer Programmer. After eighteen months in the job, he quit to go into life insurance business in Amarillo. He applied to Harvard Business school but hadn’t considered what he would do, once accepted, he decided to go there as he and his wife wouldn’t have to compromise on their lifestyle as he would still be receiving renewal income from his old policy holders.

The organization I chose is my current workplace, and that of five years, Rogue Community College (RCC). Established in 1970, RCC serves residents in Jackson and Josephine counties at eight different learning centers in Grants Pass, Medford, White City and the Illinois Valley. A non-profit, comprehensive, two-year, public community college, RCC offers six two-year degrees, 73 career and technical training programs, 22 Career Pathways certificates; and a variety of workforce and short-term training, academic skills, and continuing and community education classes; plus, services to the businesses community. One of 17 community colleges in Oregon, RCC is accredited by the Northwest Commission on Colleges and Universities. We have a current Board of Education with less than ten members, have less than one hundred full time faculty instructors, and nearly six-hundred-part time instructors. Our funding levels are currently split between student and state funding. Our administration is a compilation of one President and three Vice Presidents. One Vice President of Student Services (chief student services officer), one Vice President of Instructional Services (chief academic officer) and one Vice President of College Services (chief informational officer). We have nearly ten thousand credit students and around seven thousand non-credit students. Fifty-six percent are women and forty-four percent are male, with the average age of thirty-two.

Ohio University Career and Leadership Development Center is a beneficial program that offers to students and alumni several resources. All the resources aim to take action in their careers, gain experience, develop work skills, leadership ability of the crisis to work, and evolve them in the career. The program offers many services that help both of students and illume to realize whatever they want in their career and being ready for future’s job. For example, it offers Career Coaching and Leadership Coaching, Leadership Workshops, Career and Internship Fairs, Career Courses, Teacher Recruitment Consortium, On-Campus Recruiting, and Mock Interviews. Each service is different to other one based on their purpose, period of time, the semester that they exist on, guideline, and forum.

A summary of Why Do You Think They’re Called For-Profit Colleges? The article, Why Do You Think They’re Called For-Profit Colleges? by Kevin Carey first appeared in The Chronicle of Higher Education on July 25, 2010. In this article, Carey discusses the controversy concerning the billions of dollars in federal aid money received by for-profit colleges. He introduces Michael Clifford, who, according to fastcompany.com, chairs Significant Federation, a private equity firm that is a principal investor in a half-dozen higher-education companies.

America’s education system has been in a state of distress for the past decade, but garnished headlines recently as the student loan debt crisis reached over a trillion dollars. In conjunction with that, tuition is no longer the only obstacle a student faces when considering their future. As generations come and go, universities have slowly, but surely, been angling their education in a way to favor profit over knowledge. Because of the new direction higher education models are taking, Magdalena Kay questions her readers, “is there a problem with students, with teachers, with administrators, or maybe

One of the major pieces to becoming a successful business man/woman is receiving a college education. A college degree is viewed as a necessity and is slowly becoming an unreachable goal for some people. Most believe that the cost of college has been rising and continues to rise, and that the rate of increase is outpacing that of other costs (NAICU). As the cost of college rises, families have to change their way of life to be fortunate enough to send their children to college. Along with changing how families’ live, many other problems are produced in various ways. The cost of college should be lowered because it imposes a burden on parents and their children, causes some students to alter their choice of which college to attend, and

General Dynamics (GD) is a market leader in business aviation; land and expeditionary combat vehicles and systems, armaments, and munitions; shipbuilding and marine systems; and mission-critical information systems and technologies (Gendyn, 2008). Lockheed Martin (LMT) is a leading multinational aerospace manufacturer and advanced technology company formed in 1995 by the merger of Lockheed Corporation with Martin Marietta (Lockheed, 2008). I have compared both companies under various criteria such as ratio analysis, stock price performance, common size financial statements and then have tried to comment on which is company is better.

Over the next decade, Pinnacle accomplished a slow transformation to a professional preparation and vocational technology college. Tuition rose right along with the production of glossy catalogs containing detailed descriptions of course offerings and inflated statements of the benefits to be had with graduation from a certificated or degreed program. Programs in healthcare, such as dental hygiene, diagnostic sonography, and radiology, took center stage and commanded most of the revenue. Enrollment burgeoned and profits soared. The college offered its fair share of scholarships, ran ESL support centers, and worked hard to be viable members of the community active members of Chamber, Rotary, Kiwanis, and every higher education brotherhood or sisterhood to which we could attach ourselves.

Due to the ever changing landscape of the business world many employers often send their employees to attend trainings and seminars. Though this specialized training sessions are costly the return a company gets from it is worth the investment. A company that constantly sends its employees to school to acquire a fresh and new ideas has a greater advantage than a company that do not offer such benefit.

On June 29, 2016, my two boys and I had the privilege to interview Paul Perry the Executive Director (ED) of the University of Florida (UF) Center for Simulation Education and Safety Research (CSESaR). An Executive Director is the equivalent to the Chief Executive Officer (CEO) in a for-profit company. These individuals are the people who are ultimately responsible and held accountable for the overall health and success within the organization. The purpose of this paper is to report what I learned from Mr. Perry about his educational training facility and simultaneously describe the mechanics of not-for-profit or nonprofit organizations.

For-Profits Universities are actually helping the education system by filling gaps left by the traditional public and private institutions. Kevin Carey emphasizes that Ultimately For-profit institutions have many great options to offer their students. The institutions not only offer online courses, they provide accelerated and night programs as well. Many locations of the school are available where most public and private universities are not. Thus briskly expanding all over the country rather than, exclusive “University States”. Furthermore according to Carey’s last claim, he researches the authenticity of the degree provided by each academic institution. Public and private lyceums will declare superiority over for profits. Carey found

As with any business industry, the education industry is one big and diversified with multiple options ranging from publicly own Universities, private nonprofit colleges to for-profit schools. But today I am going to talk about specifically about for-profit educations. What is for-profit education? What type of product and service do they serve and served? Who are the biggest players and how do they affect the industry and control over price? What are the methods used? What are the barrier to entry and exit? And last profitability.

The Walt Disney Company and its subsidiaries forms one of the most diversified worldwide entertainment company in the world, with operations in five different areas:

businesses and the list does not stop there. Both universities and businesses provide “goods and services…for a price” (Winston, 1997, p. 33). They both want to attract customers, hire good workers, and get a good deal for the services and goods they require. However, according to Henry Hansmann, a Yale law professor and economist, there are several unique characteristics that separate universities and colleges from for-profit businesses (Winston, 1997). These differences include the fact that a college or university has no owner; therefore, any profits that are generated cannot be distributed to stockholders or owners (Winston, 1997). Another difference is that since there are no profits in a university, no one can complain about not receiving any (Winston, 1997). In a normal for-profit business, shareholders or owners could hold business managers accountable for the generation of profits. Since managers of non-profits, including educational entities, are not motivated completely by money, their goals are “typically more idealistic” than the