Can Online MBA Programmes Allow Professional Working Mothers to Balance Work, Family, and Career Progression? A Case Study in China

Abstract

Centre for Modern Information Management, School of Management, Huazhong University of Science and Technology, Wuhan, P.R.China, 430074Career progression is a general concern of professional working mothers in China. The purpose of this paper is to report a qualitative study of Chinese professional working mothers that explored the perceptions of online Master's of Business Administration (MBA)programmes as a tool for career progression for working mothers balancing work and family in China. The objective was to examine existing work-family and career progression conflicts, the perceived usefulness of online MBA in balancing work-family and career aspirations, and the perceived ease of use of e-learning. Using Davis's (1989) technology acceptance model (TAM), the research drew on in-depth interviews with 10 female part-time MBA students from a university in Wuhan. The data were analysed through coding and transcribing. The findings showed that conflicts arose where demanding work schedules competed with family obligations, studies, and caring for children and the elderly. Online MBA programmes were viewed as a viable tool for balancing work and family and studying, given its flexible time management capabilities. However, consideration must be given to address students' motivation issues, lack of networking, lack of face-to-face interaction, and quality. The research findings emphasise the pragmatic need to re-align higher education policy and practice to position higher education e-learning as a trustable education delivery channel in China. By shedding light on the prevailing work-family conflict experienced by women seeking career advancement, this study suggests developing better gender-supporting policies and innovative e-learning practices to champion online MBA programme for this target niche.

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

“…Perceived learner control was found to affect perceived usefulness (β = 0.350, p < 0.001) and perceived ease of use (β = 0.308, p < 0.001), whereas its direct effect on intention was not supported (β = 0.007, ns). Appling the mediation analysis suggested by Kenny (2015), complete mediation was found in the path from perceived learner control to intention by perceived usefulness and perceived ease of use.…”

Economic Factors of Creation MBA Program: Main Characteristics, Mission and Strategy (Case Study: USA)

“…Two of these are new technologies for long distance education and completely new types of students. A case that demonstrates both of these trends in action is that of professional working mothers in China (Kibelloh and Bao, 2014). Benefits to an MBA program are still not well documented in the Chinese context and applying online education to this context is moving into very new territory, particularly in China.…”

“…Therefore, they report flexibility as a principle desire for online MBA programs (Kibelloh and Bao, 2014). This kind of flexibility has played a major role in Executive MBA programs (Petit, 2011).…”

“…However, the same criticisms and fears of this arrangement persist from one to the other-especially regarding ensuring academic rigor (Petit, 2011). Chinese students, who are accustomed to close, face-to-face relationships with teachers, have a particular problem with getting used to online education, even though they are enthusiastic about adopting it (Kibelloh and Bao, 2014). The perceived quality of the program is more in the credential than in the information being taught, which means that improving the curriculum has the primary goal of not creating a more educational experience for the student, but of promoting the reputation of the MBA program as a valuable one (Kibelloh and Bao, 2014).…”

“…Chinese students, who are accustomed to close, face-to-face relationships with teachers, have a particular problem with getting used to online education, even though they are enthusiastic about adopting it (Kibelloh and Bao, 2014). The perceived quality of the program is more in the credential than in the information being taught, which means that improving the curriculum has the primary goal of not creating a more educational experience for the student, but of promoting the reputation of the MBA program as a valuable one (Kibelloh and Bao, 2014). In other words, the effect of the two trends of distance learning and new types of students is that pedagogy is innovated, focusing on flexibility, rather than an innovative curriculum.…”