The Albers School of Business and Economics at Seattle University “is focused entirely on the working professional, so the evening program receives [its] full effort and is not a watered-down version of a day program,” students here happily report. The program caters almost exclusively to part-timers (a small number of students attend full time), offering “an extremely flexible part-time MBA program” that “you can complete at your own pace.” “You can enroll during any term” and enjoy “the ability to take a quarter off if necessary,” MBAs here point out. Albers’ location in Seattle positions it to capitalize on some major international businesses headquartered nearby, and students say the school does just that. “Albers has a great reputation with local businesses, including Microsoft, Boeing, Amazon, Costco, Starbucks, and T-Mobile,” one MBA explains. Another reports, “My IT class was taught by the CTO of Alaska Air, which pioneered online ticket sales and kiosk check-in.” Seattle businesses feed Albers’ “excellent mentor program” and provide valuable internship opportunities for those seeking them (most here already have full-time jobs). Seattle University is a Jesuit school, and Albers honors that tradition by “really emphasizing personal development in addition to technical skills.” The “Jesuit philosophy of social responsibility” manifests itself in a curricular “emphasis on being a good citizen and giving back to the community.” As one student explains, Albers seeks to “develop ethical team players who are tuned into workplace dynamics. The basis of this program is that you can learn accounting, finance, etc., anywhere. What sets a university apart is its ability to develop students’ leadership and communication skills. The school does an excellent job in this arena while never neglecting the basics.” Students praise Albers’ “great resources,” “diverse student body,” and “wonderful” “small classroom size.” Professors here “are passionate about their fields. Many have run businesses themselves and have practical, relevant knowledge. They are easy to talk to and fun to learn from.” Perhaps even better, they are “great [at] recognizing that most of the students are working professionals and bringing their experiences into the educational setting.” Administrators “respond well to student needs and appear to be interested in improving the school’s reputation in the academic and professional worlds.”
The Princeton Review