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Don’t Let Yourself Get Fooled By

Traditional Education

Here at Transcontinental Institution, we transform learners into leaders through the world’s most integrative, systematic, and powerful graduate programs.

A higher degree from Transcontinental Institution will help you stand out from the crowd and give you the following benefits as well:

  • Approximately 181.8% more in salary compared to a bachelor degree
  • 84% more likely to obtain career advancement
  • Significantly more confidence
  • Abundant respect within your community
  • Measurable improvements in your emotional intelligence, innovativeness, and strategic thinking
Give yourself the best opportunity to succeed today by signing up for one of our programs!

Our Focus On Your Development Of Multiple Intelligences


We integrate your educational journey with an individual development plan. This starts from the initial enrollment of the learner in our institution and continually develops through every module. Some of the conscious developments include emotional intelligence, confidence, and innovation capabilities. Before starting a module, your professors integrate your personal developmental needs into the learning process before you walk into the first class. You never start as an unknown individual who is part of a list of students. Our integrated system of individual holistic development accelerates the momentum of your development as you progress through each module.


Integrated development of students is not present in most universities, much less holistic development. Professors start each module seeing students as a “blank slate”, unaware of any unique developmental needs or goals of each student. Your development typically starts from “0” with each semester.


Your success is rarely dependent upon a single skill or trait, but rather on a complex and integrated system of intelligences. Our holistic curriculum incorporates emotional intelligence, systems thinking, innovativeness, and technology within the journey for long term development. These intelligences/skills are very complex and require significant conscious efforts to personally develop and grow from the learning experience over a period of at least one year or more. Such growth is designed within many aspects of our educational process from our educational methodologies to the learning systems.


Most universities provide a categorical curriculum with very limited integration among topics, lacking alignment with the real world where all topics are integrated. Rarely do professors connect the current module topic to the previous module would have students just completed. Topics like emotional intelligence and systems thinking are rarely taught; if offered, a disconnected module perpetuates theory regurgitation as an outcome with very limited, if any, application to individual development.


Your educational journey includes current real-world cases in each module that enable you to see the application of theory/concepts in action and to measure the outcomes of such applications. Through practical assessment and application, you will begin to formulate new theories. These real-world cases empower your engagement with the business world, while testing your creativity of ideas and analytical thought processes with actual businesses and real situations.


Traditional theories are typically taught with regurgitation of these theories in the form of exams and papers. Each module may offer case studies from western nations. These case studies, however, are often distant situations from the diverse cultural background of international students, and often simplifying real world situations to a few written pages.  As a result, classroom learning tends to be disconnected from the real world. You only learn how to write papers to satisfy a purely academic exercise with limited exposure to real world experiences.

Your learning is designed as a web of partnerships within at least three teams. First, our professors are experienced consultants versed in partnering with executives. They are humble and open minded! Second, most modules include a partnering element with business executives, managers, and organizational members by exploring workplace functions in practice. Third, proactive engagement with your Learner Achievement Advisor integrates all aspects of learning with the individual development plan. These three teams function as partnerships with you to support your systemic awareness of learning.

Classroom structures in most universities tend to follow a traditional hierarchy  where professors are at the top of the hierarchy and students are at the bottom. The context of conformity in what you should learn is abundant and your underlying success is based on your conformity of thought with each professor. Within the classroom, a “yes sir” in various ways gets you a good grade.

Each cohort in the program will proactively engage their communities and share their learning experiences with their community. Once students have some of the basic competencies in an area, you will engage your individual communities through well-planned learning sessions. While you solidify what you have learned through community engagement, you begin to build the brand of YOU with support from our academic teams.

Learning in the classroom are often disconnected from students’ own environments. After each module, students are often left on their own to figure out how to apply newly gained information in their environment. Without conscious involvement of one’s environment in the design of learning and a careful strategy to move the community forward during the program, you are left with selling the degree as the only outcome of your studies. Furthermore, your leadership capabilities in the real world are left to the unknown.


All of our faculty are globally accomplished practitioners who bring real world experiences into your classroom in addition to bringing with them their established research publications. A dual professor model provided for each module further integrates perspectives from different fields, while providing continuity of faculty in your development.


Traditional university faculty are often “pure academics”, with limited exposure to the real world of business. Each module is taught separate from the next module, and in some cases requiring limited prerequisites. Especially with the cultural diversity that exists in a global business environment, traditional theories without the critical integration of an operating context provide limited value.


All modules within TI and its practitioner faculty focus on unleashing creativity in you, along with instilling the wisdom to know how to apply your innovations in a complex environment, and supporting the courage to do it. Building on psychology principles of cognitive development, life span development and emotional intelligence, you will experience an empowering journey designed for unlocking creative potentials.


Traditional hierarchies in most universities stifle creativity.  The duality nature of right and wrong applied within traditional academia limits students from continuing to develop further insights instead of practicing to mere regurgitation.

Janet D.

I love the engaging format. Working with the team, learning how to communicate in an open and inclusive manner. So counterintuitive to how I have seen most training and education conducted

Juan C.
Puerto Rico

Thank you for your comments, wisdom and for facilitating my learning with behavior of others in an organization.  This course help me build on my ability to be a manager, leader and to have the ability to formulate a plan for problem solving.  Critical thinking or thinking outside the box is an essential quality for a person in the helm of an organization. This course has improved on my abilities and will be used in future situations that may arise.

Alphanso Y.

I must say you sure wore your glasses on your nose (lolol). Every step of the way you were there pushing us in the back hard! (ouch). But I think I can now take a breather and feel like I’ve accomplished something. Even though you made us work, it felt like I was an entrepreneur traveling back and forth on the road. I was getting tired and drained at times but I hung in there. I think the entire class did also. I hope to always be in touch and continue to excel in my experience. Who knows maybe you might find me on here teaching a course (haha).

Sinu V.
United Arab Emirates

Thank you for helping me successfully complete my doctoral degree. I know my research topic wasn’t the easiest since it was on the edge of new knowledge. Your guidance was always timely and supportive.

Laurel W.

I have to thank you for creating the environment enabling us to search for excellence and the good in ourselves and in others.  It is quite possible that your course – and its inclusion of drive and personal goodness – will have the greatest impact on us – no longer students but as emerging leaders.  With such lofty (yet achievable) goals… we can contribute to improving the quality of life for others and ourselves and the business stakeholders.. All while maintaining our integrity and expecting it from others.

Kei B. K.

I have learned so much from your mentoring through the dissertation research. Each step of the way, you were there for me with answers that guided me and challenged me. While I must say I didn’t like how you never just gave me the answers, but now I understand the wisdom of your guidance to teach me how to fish. I thank you for the great patience you’ve shown me.  I’m a better researcher.

Dahiru S.

The Transcontinental professors were the most caring and practical professors I’ve experienced. They brought their consulting experiences into the classroom to make the theories come alive. I’m able to create proposals and gain respect at the national level because of what I learned.  I highly recommend them to anyone who wants to exceed in their careers.

Brandon S

I love the participation in our workshops and being challenged to use the tools and practices as a group during exercises. Watching the practices play out in a real-time situation is helping me grasp the information and recognize opportunities to implement the tools or improve my approach to the situation.

John G.

The knowledge I gained has helped me move from a lecturer to a professor and now a dean of the business school. I’ve been able to consistently publish in peer-reviewed journals with the research knowledge I’ve learned.

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