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I'm currently an online student at University of Phoenix, working toward my Associate of Science in Cybersecurity, and so far it's been a solid experience. I started with CYB/100T, which gives a good foundational overview of the cyber domain before diving into more technical material, and the structure has made it easy to ease into the program without feeling overwhelmed right away.
As someone juggling life outside of school, the flexibility of the online format has been a huge plus. Classes are structured... Read More in a way that lets me keep up even on busier weeks, and the platform itself is straightforward to navigate. I haven't run into any major technical headaches, which matters a lot when you're trying to focus on actually learning the material instead of fighting with the software.
The course content itself feels relevant to where the cybersecurity field is heading. It's not just theory - there's a clear path building from concepts toward more hands-on skills like network defense and ethical hacking later in the program. That progression gives me confidence that by the time I finish, I'll have practical knowledge I can actually use, not just a piece of paper.
I also appreciate that the program acknowledges the value of industry certifications alongside the degree. Knowing that things like Security+, CySA+, and Network+ complement what I'm learning here makes the whole path feel more career-focused rather than purely academic.
Overall, if you're looking for a flexible online option that still takes the material seriously, I've been happy with my experience so far and would recommend it to others considering a cybersecurity path.

I was looking for an institution of learning that would identify with me and where I was in my life. I was fresh off a terrible catastrophic car accident that left me disabled(right arm almost severed, left lung punctured, and both legs from the knees down were crushed. My newly wedded wife was killed in the car accident caused by an elk deer. I spent 4 months in the hospital where they had to teach me how to read and write again. So to me it was "Up from the Ashes" like a Phoenix so there you have... Read More it. The staff for the most part has been fantastic. That was a plus to help keep me motivated and determined. There is a lot to my story but (UOPX) Phoenix has definitely been an absolute life stabilizer to help me succeed at the Business of Life! Thank you for being real about our development and understanding my hunger to not just live again but to thrive. I wanted my life back and to take it to the highest level possible!

I am currently completing the Doctor of Health Administration program at the University of Phoenix. I entered the program as an experienced health care leader and adult learner, expecting a structured doctoral pathway that would progressively prepare students for dissertation development. The program offers valuable flexibility for working professionals, and the core coursework covers relevant areas such as health care leadership, policy, research, organizational change, quality improvement, and... Read More operational performance. I have gained useful knowledge from those courses. However, the dissertation-development process has caused significant frustration and needs substantial improvement.

The lack of continuity between the core doctoral courses and the dissertation phase represents the program’s greatest weakness. The early courses required students to develop a research topic, problem statement, purpose statement, research questions, conceptual framework, and supporting literature. Faculty members frequently deferred substantive guidance by explaining that the dissertation Chair would address those issues later. DOC/715 then revealed that much of the work developed and approved throughout the preceding courses required extensive revision or redevelopment. The process created avoidable rework because students spent considerable time developing materials that did not consistently meet the expectations applied during the dissertation phase. A doctoral sequence should progressively build a defensible study rather than postpone critical guidance until students are expected to begin writing formal dissertation chapters.

Faculty feedback has also varied considerably in quality, specificity, and timeliness. Several faculty members provided detailed and constructive guidance that improved my scholarly writing and strengthened the alignment among my research problem, purpose, questions, framework, methodology, and design. Other faculty members offered limited interaction, delayed grading, or comments that identified deficiencies without clearly explaining the required correction. The inconsistencies are not minor because one unresolved alignment issue can affect every subsequent section of a dissertation. Students should not have to determine which standards apply based on the faculty member assigned to a particular course.

The university changed my dissertation Chair midway through DOC/723, Doctoral Seminar II, causing an additional and substantial disruption. The new Chair required major revisions to my already approved Chapter 1, even though the material had already progressed through previous courses and faculty reviews. I was effectively required to substantially rewrite Chapters 1 and 2 within approximately one week. That volume of work is ordinarily developed and refined over two separate eight-week courses. The experience was exhausting, unnecessarily stressful, and professionally frustrating. I understand that leadership changes can occur, but the university should have provided a documented transition, reconciled the previous and current expectations, and established a reasonable revision timeline. A student should not bear the full consequences of inconsistent guidance from the program.

The standard DHA courses remain one of the program’s stronger components. Assignments related to leadership, health policy, research, organizational performance, quality, and health care administration are relevant to contemporary health care practice. Many projects allow students to connect academic concepts with real organizational challenges. The weekly discussion structure, however, becomes repetitive because most courses require a similar cycle of an initial post and peer responses. Greater use of complex case analysis, policy evaluation, operational problem-solving, and evidence-based decision-making would better reflect doctoral-level professional practice. The valuable subject matter would be more effective if the instructional design required progressively deeper analysis rather than repeating the same participation format each week.

The doctoral seminar courses raise a different concern because they rely heavily on repetitive discussions about dissertation barriers, weekly progress, time management, stress, and waiting for feedback. Reflection can support doctoral development, but repeated conversations about feeling overwhelmed offer limited value when students need direct assistance with their studies. Seminar time should focus on structured chapter reviews, research alignment, literature synthesis, methodological decisions, conceptual framework integration, committee feedback, and clearly prioritized revisions. Students should receive milestone-based evaluations that explain what meets expectations, what requires revision, and what must be completed before advancing. Regular engagement with the dissertation Chair and research methodologist would provide considerably more value than another weekly discussion about general challenges. A doctoral seminar should actively advance the dissertation rather than primarily document how difficult the process feels.

The peer-learning environment has also been disappointing at times. Students enter the program with diverse professional and academic backgrounds, but the range of scholarly writing and analytical readiness is broader than I expected in a doctoral program. Some discussion posts and peer responses do not demonstrate doctoral-level analysis, evidence synthesis, grammar, or professional communication. Faculty members then spend substantial time repeating basic instructions, clarifying foundational writing expectations, or providing extensive step-by-step directions. Academic support is important, but the level of remediation sometimes makes the environment feel less rigorous than a doctoral classroom should. I expected peer engagement to challenge my thinking and expose me to advanced perspectives. Too often, required responses become compliance tasks because the original posts provide little substance for meaningful scholarly discussion.

The University of Phoenix DHA program can strengthen a motivated student’s knowledge of health administration, leadership, research, and organizational performance. The program’s flexibility is valuable, and much of the core curriculum is relevant and educational. However, success requires an unusually high degree of self-direction, independent research, persistence, and tolerance for shifting expectations. Stronger alignment among courses, earlier dissertation committee involvement, consistent standards, timely faculty feedback, more rigorous seminar content, and a formal process for leadership transitions would significantly improve the program.

I intend to complete the degree because I have invested substantial time and effort in the program and remain committed to my research. I cannot recommend the DHA program in its current form without serious reservations. Prospective students should understand that the core health administration coursework offers meaningful value, but the dissertation pathway may involve inconsistent guidance, extensive rework, repetitive seminar activities, and uneven academic rigor. The issues impose an unwarranted burden on adult learners who are already managing demanding professional, academic, and personal responsibilities.

A Practical MBA Designed for Working Leaders

I enrolled in the University of Phoenix MBA program in 2023 and completed my degree in March 2026. As an experienced healthcare executive, retired Marine Corps Master Gunnery Sergeant, and national nonprofit leader, I wanted a program that would challenge me academically while allowing me to apply new concepts to real organizational responsibilities.

The curriculum was practical, relevant, and career-focused. Courses in strategic planning, financial analysis,... Read More managerial accounting, marketing, business law, operations, ethics, and organizational change strengthened my ability to make evidence-based decisions. Assignments involving SWOT analysis, NPV and IRR, Lean Six Sigma, ethical decision-making, and strategic implementation connected classroom concepts to real business challenges.

The online format provided the flexibility I needed as a working professional, but flexibility should not be confused with ease. Success required discipline, consistent participation, research, critical thinking, time management, and substantial written work. Faculty members generally communicated clear expectations and provided constructive feedback.

My MBA experience sharpened how I assess risk, interpret financial information, lead change, and convert strategy into measurable action. It also gave academic structure to leadership lessons developed throughout my military, healthcare, and community service.

I recommend the University of Phoenix MBA program to working adults seeking a flexible, practical, and professionally relevant education. The university provides the framework, but students must bring commitment and personal accountability. For me, the investment was worthwhile.

Earning my degree with University of Phoenix was something that I wouldn't have been able to do without the support and guidance of the faculty and staff. Each faculty member was supportive, encouraging, and helped me strive to be the best I could be. I enjoyed being able to log on after my children were in bed for the night to complete my assignments. My advisors were constantly in contact with me and always made sure that I had all of the resources I needed to be successful. They have even reached... Read More out after graduation to inquire if I was ready to start working on my Master's Degree, and informed me whenever I was ready to apply and they would help me. My experience was truly amazing.

Overall, I’ve had a positive experience in the Family Nurse Practitioner program, but there are a few areas where I believe enhancements would make the learning process even stronger. I would really appreciate having more online lectures and live instructional content, as I feel I learn best when I can hear concepts explained in real time and interact with the material more directly. Increasing the number of lectures would make the coursework feel more engaging and help reinforce complex topics.... Read More

I have encountered some challenges with the financial aid office and my hospital’s direct bill system, which has made certain administrative processes more difficult. I recognize that this is a newer program, and growing pains are expected, but improving communication and streamlining these systems would greatly benefit students.

Despite these issues, I’m committed to the program and believe that with continued development, it has the potential to offer an even stronger and more supportive learning experience.

The university of Phoenix fit my needs exactly. I am a retired veteran looking to become more marketable in today's exceedingly competitive job market. I was looking to offset my age with an enhanced knowledge base, so I wanted to show familiarity with concepts industries are looking for and people seem hesitant to embrace.

University of Phoenix fit my schedule as a full-time employee and father to two young children. I am not saying the University of Phoenix is perfect for everyone, but I would advise... Read More everyone give them a serious look.

I think that this is a good college, and some of the staff will work hard for the students, however there are some staff, that will not work as hard, and when they mess up, they will not admit it. I had a financial situation, that kept me out of school for (8) months, and all during that time I was trying to reach out to a certain admissions counselor to no avail. She never answered or returned any of my calls it was only after I wrote to the President of the school, that action was taken, and I... Read More was returned back to school.

I obtained my BS degree at UOP, left and came back after obtaining 12 credits from a different University. I came back and obtained my MBA degree and I am about to graduate on July 24th in San Antonio, TX. The time went fast and I'm glad I decided to continue my education. Now I am about to obtain my doctorate degree and have not decided if I am continuing on with UOP. Whatever, I decide, it has been a great pleasure studying at UOP. I met some amazing counselors and very helpful. Thank you for being... Read More apart of my educational journey.