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Tutoring executives online: what drives perceived quality?

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  • Stephane Bignoux
  • Kristian J. Sund

Abstract

Studies of learning and student satisfaction in the context of online university programmes have largely neglected programmes catering specifically to business executives. Such executives have typically been away from higher education for a number of years, and have collected substantial practical experience in the subject matters they are taught. Their expectations in terms of both content and delivery may therefore be different from non-executive students. We explore perceptions of the quality of tutoring in the context of an online executive MBA programme through participant interviews. We find that in addition to some of the tutor behaviours already discussed in the literature, executive students look specifically for practical industry knowledge and experience in tutors, when judging how effective a tutor is. This has implications for both the recruitment and training of online executive MBA tutors.

Suggested Citation

  • Stephane Bignoux & Kristian J. Sund, 2018. "Tutoring executives online: what drives perceived quality?," Behaviour and Information Technology, Taylor & Francis Journals, vol. 37(7), pages 703-713, July.
    • Handle: RePEc:taf:tbitxx:v:37:y:2018:i:7:p:703-713
    DOI: 10.1080/0144929X.2018.1474254
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    Cited by:

    1. Mia B. Villanueva & Jazel G. Leyson & Joel V. Cocolan & April Farrell M. Relacion, 2024. "Predictors of Students’ Academic Performance in Online Learning," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(11), pages 1740-1762, November.

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