The Internet and other communications technologies have facilitated the growth of an industry known as the business of education. With increased competition and reduced contribution income, private colleges find it difficult to remain fiscally viable, and even more challenging to grow and expand. The executive management of for-profit companies that offer education as their product have the responsibility to not only cover their costs, but also to provide shareholders a reasonable return on their investment. Many of these colleges and universities, whether non-profit or for-profit, have implemented or are implementing accelerated programs to provide a product for an emerging market: the adult learner who wants to complete a degree program. This study uses the case-study approach to qualitatively analyze a degree completion program in a private, not-for-profit university in the Midwest to show how principles and methods of accelerated learning are being applied. These methods are being implemented without express knowledge of formalized accelerated learning. This study also demonstrates that the application of accelerated learning promotes the perception of student success in the program. It is believed that if administrators of and instructors in the program had more knowledge of the theory, principles, and methods of accelerated learning, the program would be even more successful. Many postsecondary programs in the United States advertise that they offer accelerated programs. These programs are structured in much the same fashion. If the administrators of these programs could better understand accelerated learning, they might be able to craft more successful programs.
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