Defense Date
2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Public Policy & Administration
First Advisor
Dr. Elsie Harper-Anderson
Abstract
The COVID-19 pandemic’s disruption to educational delivery across the country opened the doors to a more extensive conversation regarding employers’ perceptions of online degrees and the institution of higher education and its societal role. This is the first study, to my knowledge, to quantitatively analyze the impact of the COVID-19 pandemic on perceptions of traditional vs. online degrees during the hiring process and the implications of such on the institution of higher education. This study used a cross-sectional, non-experimental, closed-ended electronic survey of human resource professionals and those with influence during the hiring process.
Results from this study indicate that confidence in online degrees has increased dramatically as compared to similar studies before the pandemic. Key findings indicate statistical significant effects on the likelihood of hiring job candidates with online degrees if the human resource professional also has an online degree and if the human resource professional is a top executive. The findings of this study also support neutrality of perceptions that traditional and online degrees are both worth the time and investment.
Evidence from the U.S. Chamber of Commerce indicates that employers are reevaluating their hiring preferences from whether to keep a degree requirement, focus more on skills-based hiring including microcredentials, to shifting perceptions of higher education overall. This could generate major implications for all educational institutions. Combining this study’s findings with the emphasized shift to skills-based hiring offers key insights into how colleges and universities can respond and remain competitive in this environment.
Implications for higher education include legislative action, funding model revisions, alignment with workforce demands and realignment of higher education institutional priorities and policies. These may include conducting comprehensive evaluations of existing programs across the college or university to streamline resources and enhance effectiveness by eliminating duplication of efforts; tailoring academic programs for diverse groups such as undergraduate students, graduate students, adult learners, and industry partners; adapting budgeting strategies to reflect various educational paths, including degrees, certificates, and various modes of instruction (online and in-person); and assessing the potential of microcredentialing to meet the evolving needs of learners and industries.
Key findings from this study can help inform policymakers on policies related to distance education, funding proposals and allocations toward public institutions. Analysis from this study can also help inform traditional higher education institutions with valuable information on how to remain relevant in an increasingly competitive market.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-7-2024
Included in
Adult and Continuing Education Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Public Affairs, Public Policy and Public Administration Commons