Human Service Administrator Perceptions of Online MSW Degree Programs

Curran, Laura; Mayers, Ray Sanchez; Fulghum, Fontaine H.

doi:10.1080/08841233.2017.1342737

Cited by 4 publications

(4 citation statements)

References 22 publications

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“…Apart from employers’ acquaintance with the meaning of the on-line learning and the advantages associated with this mode of learning delivery, the present study found that employers continue to treat job applicants with on-line degrees as inferior to those with conventional qualifications obtained in traditional face-to-face educational settings. Such an attitude is consistent with Columbaro and Monaghan (2008), Curran et al (2017), Linardopoulos (2012), Protopsaltis and Baum (2019) and Roberto and Johnson (2017) who established employers’ stigmatisation of graduates with on-line degrees during the hiring process.…”

Section: Discussionsupporting

confidence: 83%

“…On-line learning in higher learning institutions (HLIs) continues to expand globally, hence increasingly attracting students to them (Curran et al , 2017; Grossman and Johnson, 2017; Linardopoulos, 2012; The African Exponent, 2019). Ally (2008, p. 17) defines on-line learning as “the use of the Internet to access learning materials; to interact with the content, teacher, and other learners […] to acquire knowledge […]” However, the present study defines it as “the learning process where the learner interacts on-line with the content, teacher and other learners” (Kisanga, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Employers’ perception of graduates with on-line degrees in Tanzania: two-pronged lesson for on-line graduates and course developers

Kisanga

2020

ILS

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Purpose This paper aims to explore the employers’ perceptions of graduates with on-line degrees. Design/methodology/approach The Ajzen and Fishbein’s (1980) theory of attitude formation and change informed the study. This Web-based study used self-administered open-ended questionnaires to collect data. It used purposive sampling to select 15 employers from nine employment sectors in Tanzania and used thematic analysis to analyse the data. Findings Findings indicate that employers prefer graduates with traditional to those with on-line degrees. However, the increasing number of organisations transforming from analogue to digital operations has opened the door for blended learning graduates to compete in the job market as factors associated with practical skills, relevant post-graduation job experience, reputation of the virtual university, course content and duration can work in their favour. These are factors on-line students need to consider when choosing an on-line degree programme. Similarly, institutions offering on-line degrees should strengthen their programmes by making these features an integral part of their education to boost the acceptability of their graduates in the job market and undermine negative perceptions associated with such degrees. Research limitations/implications The research findings have implication to higher education institutions which need to structure their on-line programmes as recommended by employers who emphasised on increasing physical learners–instructor and learner–learner interactions as well as reducing on-line programme cost to increase students’ enrolment. Practical implications The research findings have practical implication to prospective on-line students that they should focus on reputable virtual university that integrates its on-line programme with hands-on skills. Social implications To eliminate the negative perceptions and enhance integrity of on-line education, institutions providing on-line education need to be accredited by relevant bodies to offer on-line courses. Consequently, this will improve quality and strengthen students as well as societal satisfaction and confidence on on-line education. Originality/value The present study explored employers’ perceptions of graduates with on-line degrees versus those with traditional degrees in Tanzania. This study has yet to be conducted in Tanzania and thus produces a significant contribution to the literature, as it will help to inform prospective on-line programme students on relevant factors looked upon by employers in favour of or against graduates with on-line degrees.

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Employers’ perception of graduates with on-line degrees in Tanzania: two-pronged lesson for on-line graduates and course developers

Kisanga

2020

ILS

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“…Such effects favoring candidates from traditional programs over online programs extend to positions requiring a master's or doctorate degree (Adams & DeFleur, 2005;Connolly & Diepenbrock, 2011;Curran et al, 2017;DePriest & Absher, 2013;Flowers & Baltzer, 2006). As with undergraduate education, the results depend in part on how the question is asked.…”

Section: Employabilitymentioning

confidence: 99%

“…"Online programs do not provide for the personal interactions of a classroom environment that enrich one's preparation nor do online programs encourage development of personal/social interaction skills" (p. 38, Flowers & Balzer, 2006). Moreover, there are beliefs that graduates from online programs lack practical job experience, the opportunity to develop interpersonal skills (Adams & Defleur, 2005;Curran et al, 2017), the clinical and technical skills that come from close mentorship (Karl & Peluchette, 2013), and lab-based learning (Safara, 2017).…”

Section: Employabilitymentioning

confidence: 99%

Online I-O graduate education: Where are we and where should we go?

Kraiger

Fisher

Grossman

et al. 2022

Ind. Organ. Psychol.

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As online graduate programs in psychology continue to proliferate, it is important to understand the research addressing the effectiveness of online graduate education so as to advise stakeholders in these programs: applicants, students, faculty, and institutions. In this article, we examine the effectiveness of online education in psychology at two levels of analysis. First, we examine empirical evidence at the course level: Do online, hybrid, and face-to-face instruction lead to different effects at the level of course outcomes? Second, we examine empirical evidence at the program level: Do online and face-to-face graduate programs provide different academic experiences for their respective students, and how does program type influence the employability of graduates? We supplement these discussions with results from a survey of faculty who converted graduate courses to online delivery methods during the COVID-19 pandemic in spring of 2020. Finally, we provide practical considerations for administrators, educators, students, and applicant stakeholders of online programs. We also offer suggestions for optimizing learning and development in online environments. Our intent is to stimulate discussion on building effective learning environments and continuing to educate optimally effective industrial-organizational psychologists, regardless of delivery modality.

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Online Education in Social Work, Effectiveness, Benefits, and Challenges: A Scoping Review

Afrouz

Crisp

2020

Australian Social Work

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Human Service Administrator Perceptions of Online MSW Degree Programs

Cited by 4 publications

References 22 publications

Employers’ perception of graduates with on-line degrees in Tanzania: two-pronged lesson for on-line graduates and course developers

Employers’ perception of graduates with on-line degrees in Tanzania: two-pronged lesson for on-line graduates and course developers

Online I-O graduate education: Where are we and where should we go?

Online Education in Social Work, Effectiveness, Benefits, and Challenges: A Scoping Review

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