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

Autor/inn/en	Kibelloh, Mboni; Bao, Yukun
Titel	Can Online MBA Programmes Allow Professional Working Mothers to Balance Work, Family, and Career Progression? A Case Study in China
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 2, S.249-259 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0101-1
Schlagwörter	Foreign Countries; Masters Programs; Business Administration Education; Online Courses; Educational Technology; Technology Uses in Education; Interviews; Females; Graduate Students; Coding; Conflict; Student Responsibility; Child Care; Student Motivation; Interaction; Educational Quality; Educational Policy; Teaching Methods; China + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interviewing; Interviewtechnik; Weibliches Geschlecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Codierung; Programmierung; Konflikt; Kinderfürsorge; Kinderbetreuung; Schulische Motivation; Interaktion; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Career 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 ("MIS Q" 13(3):319-340 1989) technology acceptance model, the research drew on in-depth interviews with ten 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01