The Economic Return on Online Degrees
Why Affordable, Accredited Institutions Outperform Traditional Universities
Bibliographic Data
| ID | 22200310 |
|---|---|
| Authors | Stanley Anthony Vivion Paul, Justin Joseph (0000-0002-4866-4303, University of Guyana), Coretta McDonald (University of Guyana), Orande Kenneatior Solomon (University of Guyana), Shenelle Rambhajan (University of Guyana) |
| Year | 2025 |
| Volume | 5 |
| Issue | 4 |
| Pages | 206-208 |
| Publication date | 2025-07-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Integrated Journal for Research in Arts and Humanities (JOURNAL) |
| Journal identifiers | ISSN: 2583-1712 • E-ISSN: 2583-1712 |
| Publisher | Stallion Publication (PUBLISHER) |
| DOI | 10.55544/ijrah.5.4.33 |
| OpenAlex | W7142729239 |
| Language | EN |
| References cited | 2 |
Demand for affordable, flexible, high-quality higher education has increased globally as students confront rising tuition costs, labour-market uncertainty, and access limitations inherent in traditional brick-and-mortar institutions. Online universities, particularly those offering accredited and low-cost programmes, have strengthened their position as viable alternatives capable of delivering substantial economic return on investment. This article examines the comparative economic benefits of online degrees through a synthesis of international research, labour-market analyses, and higher-education economic models. Evidence demonstrates that affordable online degrees significantly reduce educational debt, accelerate workforce entry, enhance lifelong earnings potential, and expand access for underserved populations. The discussion highlights implications for developing states such as Guyana and the wider Caribbean, where flexible and cost-effective higher education can strengthen human-capital development and economic competitiveness
Accreditation · Earnings · Higher education · Lifelong learning · Workforce · Workforce development · Higher Education Governance and Development · Higher Education Research Studies · Online and Blended Learning
| Highly cited | No |
|---|