To guide survey development, telephone interviews were conducted with a sub-sample of 12 students. Key areas of interest in the research, including the perceived purpose of the MBA degree, characteristics of the program that influenced their choice, and skills they expected to learn were explored. Thematic analysis of responses resulted in a series of survey questions with 7-point Likert-type response scales. Demographic questions preceded the survey questions. The survey was available on a university web-site allowing students to log on at their leisure.
Method of Online MBA
The research relied on a convenience sample of mid-career MBA student cohorts that began their studies between 2001 and 2005. The program was offered by a University with a mandate to serve the adult, mid-career learner population. As a result, instructors in this program were expected to employ teaching methods that would effectively engage students with work experience in high-level organizational roles. The program blended experience in face-to-face classes, delivered in short-duration residencies, with online courses. Students typically completed the program over an 18 month period.
To guide survey development, telephone interviews were conducted with a sub-sample of 12 students. Key areas of interest in the research, including the perceived purpose of the MBA degree, characteristics of the program that influenced their choice, and skills they expected to learn were explored. Thematic analysis of responses resulted in a series of survey questions with 7-point Likert-type response scales. Demographic questions preceded the survey questions. The survey was available on a university web-site allowing students to log on at their leisure.
To guide survey development, telephone interviews were conducted with a sub-sample of 12 students. Key areas of interest in the research, including the perceived purpose of the MBA degree, characteristics of the program that influenced their choice, and skills they expected to learn were explored. Thematic analysis of responses resulted in a series of survey questions with 7-point Likert-type response scales. Demographic questions preceded the survey questions. The survey was available on a university web-site allowing students to log on at their leisure.
