Degree

Master of Business Administration Executive

Faculty / School

School of Business Studies (SBS)

Year of Award

2023

Advisor/Supervisor

Dr. Nyla Aleem Ansari

Project Type

MBA Executive Research Project

Access Type

Restricted Access

Executive Summary

The rapid proliferation of Massive Open Online Courses (MOOCs) has revolutionized the education landscape, providing accessible and cost-effective learning opportunities on a global scale. These courses empower learners from developing countries to access high- quality education from top-tier universities within the comfort of their own homes. Several studies indicate that many individuals enroll in MOOCs to enhance their prospects of securing new jobs, promotions, or job retention. Consequently, it becomes imperative to gain insight into how recruiters perceive this mode of education.

This research aims to delve into the perspective of recruiters regarding MOOCs and their role in the hiring process. The objectives include the evaluation of the significance of MOOC credentials when hiring early and mid-career employees and the recognition of their value as an educational platform. The study adopts a qualitative approach, employing semi-structured interviews with 16 recruiters based in Karachi. Utilizing thematic analysis as the chosen methodology, the study seeks to uncover recruiters' insights and experiences, thereby allowing for a profound exploration of their viewpoints concerning MOOCs in the context of hiring decisions.

From the interview responses, four major themes emerged: The consideration of MOOCs in hiring decisions, Recruiters' perceptions of MOOCs, A comparison between MOOCs and traditional classroom learning, and the improvements required in MOOCs. The findings reveal that MOOCs are increasingly taken into account when making hiring decisions, particularly exerting a significant influence on junior roles, particularly in the IT sector. Nevertheless, traditional degrees continue to be the primary criterion for job placement. Recruiters foresee a growing impact of MOOCs on hiring in the future.

MOOCs are viewed favorably for their accessibility, affordability, and flexibility, enabling learners to access high-quality content and explore diverse subjects. However, they lack the same level of credibility as traditional modes due to their lenient assessments and unmonitored exams. MOOCs are criticized for their lack of personal interaction and experiential learning. High levels of academic dishonesty also raised concerns. Recruiters emphasize the need for MOOC providers to enhance credibility by implementing stricter assessments, collaborating with local institutions for accreditation, and increasing opportunities for interaction.

This study offers invaluable insights for learners in selecting relevant MOOCs and for institutions in addressing challenges associated with MOOCs. However, it is essential to acknowledge certain limitations, such as the participation of individuals from a single city, which may not fully represent diverse opinions across regions and industries. The study exclusively focuses on recruiters' perspectives, potentially overlooking the broader hiring process and the viewpoints of other stakeholders. Additionally, regional specificity and the knowledge level of the participants could introduce bias. Future research avenues should encompass a broader spectrum of stakeholders in the hiring process and explore the impact of MOOCs across different job sectors and disciplines.

In conclusion, this study contributes to our understanding of how MOOCs are perceived in hiring decisions and provides practical recommendations for their continued integration into the job market.

Pages

ix, 116

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