Unlocking Growth: Exploring Senior Management Programme’s Learner Experiences in India’s Blended Learning Landscape

Abstract

COVID-19 pandemic has significantly transformed the landscape of education, leading to a widespread acceptance of digital education. Senior executives are recognizing the potential of digital education to improve their skills, networks and leverage the brand value of top business schools. This study aims to investigate the perceptions, motivations and experiences of senior managers enrolled in a Senior Management programme offered by Indian Institute of Management, Calcutta (India), delivered in a blended mode. Through interviews of 29 learners, the research tries to investigate the perceptions and motivations for joining the course, advantages, and limitations of the course and mapping their overall experiences. The key findings of the study reveal that most learners joined the programme for the upskilling opportunities along with a strong inclination towards gaining the alumni status of the premier institution and leveraging the brand value of ‘IIM’ tag. The learners believed that such courses were the best option for the working professionals as it provides them with the flexibility and opportunity to upgrade their skills. It is essential to map and analyse the experiences of the learners for developing more nuanced blended learning courses aligned with the needs of twenty-first century and Industrial Revolution 4.0.

1. Introduction

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”—Alvin Toffler

Raghav Gupta, Managing Director of India, and APAC at Coursera, stated in 2021 during a Times Higher Education Webinar titled ‘Upskilling and reskilling India’s present and future workforce with digital education’ [1] that the country has been facing ‘double disruption’ due to the ongoing COVID-19 pandemic and the automation taking place in the industry, both of which have implications for the future of businesses and the workforce. He pointed out the four interconnected phenomena that are taking place in the country, which revolved around job losses in the pandemic, corporates prioritising the reskilling of their employees as automation and digitalization are changing the way businesses are being conducted and transacted, remote work, and predictions for the creation of newer jobs in the future that require digital and data-oriented skills. All these phenomena are taking place in the country. Whilst another panellist on the webinar brought up an important aspect of how individuals are taking the responsibility of reskilling and upskilling themselves in an ever-changing modern work environment, particularly with the rise of gig and digital economies, Dwarika Prasad Uniyal, pro vice chancellor of RV University, said that individuals, especially mid-tier management, are feeling that they are ill-equipped to deal with the challenges of the modern workplace and keep pace with the changes that are taking place in the business world. He is of the opinion that they are utilising digital education, particularly in the form of blended courses, as a means of avoiding becoming “redundant” in the workforce and enterprises.

1.1 Upskilling trends in India

According to the Upskilling Trends Report, 2023 [2], which was published by the edtech platform Great Learning, 83% of Indians aim to take up courses and certificates that would enable them to upskill themselves. This percentage is significantly higher than the global average of 74% for that specific year. On the other hand, the survey suggests that over 71% of professionals in India feel positive about maintaining their existing employment and roles. This percentage is significantly higher than the average of 59% that is seen across the world. According to the findings of the survey, the most in-demand and widely acquired talent in India in 2022 was data science. This was followed by software engineering and management. Learners with more than 8 years of experience were most interested in artificial intelligence and cloud computing (Figure 1).

Figure 1.

The image showcases the top skills acquired by learners in India through upskilling courses in 2022 as per the upskilling trends report released in 2023. Source: https://www.mygreatlearning.com/blog/upskilling-trends-in-india/

The city of Bengaluru, also known as the Silicon Valley of India, had the biggest demand for professional development courses. This was followed by the cities of Chennai, Hyderabad, Mumbai, Pune, and Delhi in that order. According to the report [3], some of the most common motivations for enrolling in upskilling courses were the desire to advance in one’s career, to receive a higher salary package, to gain new skills and expertise, particularly technical skills, and to satisfy the need to remain relevant in the face of the challenging macroeconomic conditions that exist in a world that has been affected by a pandemic. Among the many probable motivations for obtaining new skills and competence, one of the most common is the ability to easily migrate to different fields. It was revealed that there were gender differences among those who were participating in the upskilling courses; however, the inequalities were found to be significantly more pronounced among those who had more than 8 years of experience. The gender inequalities were seen probably as a result of the time, effort, and financial resources required to participate in such courses and certifications, as well as the necessity of balancing work duties and the requirements of caregiving (Figure 2).

Figure 2.

The image showcases the vast gender differences in those taking up upskilling courses in the workforce as per the upskilling trends report released in 2023. Source: https://www.mygreatlearning.com/blog/upskilling-trends-in-india/

1.2 Need for twenty-first century skills in India

Both S&P Global and Morgan Stanley [4] believe that India is on track to become the third largest economy in the world; however, their estimates for the year differ. S&P Global and Morgan Stanley both believe that India will become the third largest economy in the world. According to a prediction by S&P Global, India will pass both Japan and Germany by the year 2032; however, Morgan Stanley predicts that this milestone would be reached by India by the year 2031. The following are some of the factors that have been identified as contributing to such growth in the foreseeable future: an average nominal growth of gross domestic product of 6.3% in the post-pandemic period; the continuation of the financial liberalisation; labour market reforms; investments in infrastructure and manufacturing; low-cost labour; energy transition; and the availability of digital infrastructure, to name a few. Nevertheless, India is confronted with the unusual problem of a shortage of the workforce that will support the economy, particularly in terms of twenty-first-century skills in emerging industries such as artificial intelligence, 5G equipment manufacturing, semiconductors, electric vehicle technology, carbon capture, medical equipment manufacturing, defence manufacturing, climate technology, and the banking sector, amongst others. This presents a challenge that is unique to India. According to an article that was published in May 2023 in Fortune India and titled “The New-Age Skill Gap,” [5] it was pointed out that Indian corporates are encountering difficulty in acquiring the suitable talent with the appropriate abilities that are required in the twenty-first century. Businesses in India such as the Tata Group, the Adani Group, Mahindra & Mahindra, Reliance Industries, the Vedanta Group, and L&T (Larsen and Tubro) are struggling to find qualified workers in the Indian labour force market. Companies such as L&T, which already employs a workforce of 200,000 people, needed to hire 1500 additional engineers in order to expand their operations into new markets. These new markets include hydrocarbons, defence, electric vehicles (EV), heavy engineering projects, and green hydrogen, amongst others. Even the freshly hired engineers were obligated to participate in a training programme that lasted for a full year before they were allowed to start working. The corporation has also made the decision to spend Rs. 100 crores annually in order to provide the new staff it hires with the necessary abilities for the twenty-first century. Tata Consultancy Services (TCS), which also provides business consulting services, is having trouble recruiting qualified candidates. Even though FMCG businesses like Hindustan Unilever (HUL) have undertaken a “skill analysis” of their 3000-strong frontline sales team and feel that many of them may have excellent personal selling and influencing skills, they lack the skills necessary to work with data. The company has made a commitment to enhancing the capabilities of its 21,000 staff members by the year 2025. This will be accomplished through a combination of in-class and on-the-job training courses developed in cooperation with the edtech platform Khan Academy and ITI (Industrial Training Institutions).

According to Future of Jobs Report (2023) [6], there will be creation of 69 million new jobs whereas there will also be a decline in the 83 million job worldwide creating a deficit of about 14 million jobs i.e., 2% of the total employment. According to the report, many clerical and secretarial jobs would be eliminated in future due to Artificial Intelligence. The report also states that there would be increased demand for specialists in fields like artificial intelligence, machine learning, data specialists and scientists as they are the most prominent emerging sectors of the economy. The Future of Jobs Report, 2023 also points out that there is a talent deficit as the 60% of the companies surveyed for the report are facing challenges in bridging the skills gaps whereas 53% of the companies are unable to find employees and attract talent with the adequate skills to transform their businesses and prepare it for the future. Thus, there seems to be need to invest in the existing workforce and employees and reskill or upskill them to make them relevant for the changing times and business situations. Organisations are fast realising that there is an urgent need to invest in their employees and provide them with the opportunities as well as the financial resources so that they can adapt to the changing workplace and its norms (Figure 3).

Figure 3.

The image showcases the top 10 fastest growing sectors and top 10 fastest declining jobs in the job markets across the globe as per the World Economic Forum’s Future of Jobs Report, 2023. Source: https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf

1.3 Government initiatives for upskilling and digital education

With multiple entry and exit points, a focus on digital education, the establishment of an academic bank of credit, and the ability to pursue multiple degrees concurrently, India’s new National Education Policy (2020) [7] has provisions to make it easier to develop skills for the twenty-first century and pursue lifelong opportunities. It aligns with Sustainable Development Goal 4, which promotes high-quality education for all, by emphasizing a multidisciplinary approach with a learner-centric focus [8]. The establishment of the National Educational Technology Forum, the creation of MOOCs (Massive Online Open Courses) to be specifically created in regional languages, the training of faculty members in the planning, carrying out, and assessment in digital learning environments, and investments in digital infrastructure can all be used to analyse the policy’s greater emphasis on digital education [9]. The National Education Policy, which was created in 1986 and attempts to address the needs of the next generation, is replaced by the new policy. In the budget for 2023, the Union Finance Minister announced the creation of 30 International Skill India Centres [10] as part of the Pradhan Mantri Kaushal Vikas Yojana 4.0, recognising the need for upskilling, particularly in 21st-generation skills. The curriculum plans to teach the latest technologies like coding, artificial intelligence, robotics, mechatronics, IOT, 3D printing, drones, and soft skills. To maintain India’s reputation as the “pharmacy of the world,” the budget also promised the creation of multidisciplinary courses to teach skills linked to producing cutting-edge medical equipment (Figure 4) [11].

Figure 4.

The infographic is released by press information bureau with the highlights of the union budget, 2023 showcasing the present government’s commitment toward youth for the upskilling courses and preparing them for the twenty-first century skills. Source: pib.gov.in/PressReleaseIframePage.aspx?PRID=1895304

Employees who use advanced digital skills, such as cloud architecture and software development, report higher job satisfaction and contribute $507.9 billion to India’s annual gross domestic product (GDP), according to a study titled “Asia Pacific Digital Skills Study: The Economic Benefits of a Tech-Savvy Workforce” [12] that was commissioned by Amazon Web Services. Since 2017, Amazon Web Services has taught approximately 4 million people in advanced digital skills, particularly those linked to cloud computing, for the Indian workforce. According to the survey, at least 21% of firms that run most of their business on the cloud have quadrupled their annual revenues, compared to 9% that rely on it either partially or not at all. According to the survey, 92% of employers anticipate incorporating expertise in blockchain, AI, cryptocurrency, and quantum computing into their standard operating procedures and business practises.

1.4 Blended learning and leveraging its potential for the upskilling and reskilling

Blended learning is an educational approach which is a combination of the online and offline learning experiences. It is also often called as the hybrid mode or mixed mode of learning. It combines the features of the traditional face-to-face classroom experiences as well as digital education. Some of the important features of blended learning are mix of delivery methods, flexibility in time schedules and learning styles, integration of technology in the pedagogy through different aids such as learning management systems, multimedia content, discussion forums, digital tools, availability of personalised learning along with group activities assignments, peer learning, online quizzes, collaborative learning opportunities, availability of learning analytics to track learner’s progress and development to name a few.

According to the Guide to Blended Learning by Commonwealth of Learning released in 2018 [13], multiple studies have showcased that blended learning gives the opportunity to the learn collaboratively, develop creative thinking and tailor their experiences to serve their individual needs and personal goals. The book also offers insights into three basic models of the blended learning which may be tweaked and differentiated to varying degrees to design, develop and deliver multiple courses and programmes catering to the needs of the learners, curriculum framework and institutional factors. The three models of blended learning are:

a. Flipped classroom or flipped curriculum: In this model, the classroom teaching or face-to-face teaching is the primary mode of instruction however, the students also have access to online resources to support their learning experiences. The students may be provided with open educational resources (OERs), podcasts, online exercises related to the topic/subject to be discussed in the classroom. The students have access to the online resources independently. It may include group learning through online medium such as webinars or seminars.

b. Blended block model: This model incorporates both online sessions and face-to-face learning with carefully planned sequence of activities to facilitate the process of learning. Such a model considers the pedagogical goals and pragmatic considerations whilst designing the courses and is a useful model for designing and implementing courses for the working professionals and geographically distributed learners. It is usually designed in a manner where the online sessions are followed by a block of face-to-face learning such as group presentations, case studies.

c. Fully online model: As the model’s name suggests, it has provisions for digital or online sessions and opportunities for learning, however, it is also a blend of online synchronous learning such as online classes, webinars, tutorials and asynchronous activities like discussion forums, pre-recorded videos, individual assignments, quizzes integrated through learning management systems (LMS) or otherwise.

According to Online Education in India: 2021 report by KPMG [14], India’s online reskilling and online certification market is mature with the growth rates of about 38% (Compound Annual Growth Rate-CAGR) and the factors attributed for the high growth are high adoption rate amongst the target audience, convenience factor and the need to continuously evolve oneself with the changing technology and the needs of the contemporary times. The report estimated that India’s market size for reskilling and online certification is about 463 million USD in 2021 which has risen from the 93 million USD in 2016. The report states that India’s market is oligopolistic in nature with subscription model being the most preferred model adopted by the users. The average course duration for reskilling programme ranger between three to 6 months with a cost of around Rs. 8000 (INR) to Rs. 16,000 per course. The courses provide access live classes, instructor led projects and case studies, however, some courses also offer value added services such as recruitment assistance and paid freelance projects undertaken during the courses. The report states that an average user enrols themselves in two courses in a year for reskilling themselves in the evolving contemporary times whereas they may enrol in such courses five times in their entire lifetime. Working Professionals are generally looking for courses that immediately adds value to their profiles after the completion of the course especially in Tier 1 cities in India whereas Tier 2 users are looking for niche courses. However, the courses may have a low shelf life as the course content easily becomes obsolete due to the fast-paced changes in technology and their usage in various industries but the course updation on a regular basis remain a challenge as it is an expensive and time-consuming process. The report also points out that technology related courses are evenly distributed amongst various across different regions and tiers whereas business management courses are highly demanded in Tier 1 and Metro cities. The report also states that high demand for certification courses is due to the rise in disposable incomes of the employees and an aspiration to distinguish themselves or their curriculum vitae from their peers in the work environment. However, some of the key challenges faced by the learners are connectivity issues, pricing of the course and the choice of brand for the course selection. Some of the key motivational factors pointed out by the report for adopting online certification and reskilling programmes are convenience, no requirement of travelling to a physical classroom and self-paced learning especially in the urban centres. Reduced travel time and flexibility offered is a key factor for adoption of the courses.

Thus, upgrading the skills of the Indian workforce and preparing them for upcoming opportunities and challenges appear to be achievable through digital education especially blended learning programmes considering that working professionals have work as well as familial responsibilities. India has a thriving digital education sector for a variety of uses, such as competitive examination preparation, skill development, and upskilling initiatives. As they can include both online learning and practical experiences like apprenticeships, campus visits, immersive activities, group projects, live classes, and offline meetups, among other pedagogical aspects, blended learning programmes are thought to be the most suitable mode of learning for upskilling programmes.

2. Review of literature

Hrastinski [15] refers to blended learning as an umbrella phrase. He asserts that blended learning is more than just integrating online and offline instruction; it also includes a variety of methodologies and elements. According to him, blended learning encompasses a range of pedagogical strategies, information technology tools, and instructional methods. Although there is no universally accepted definition of blended learning or what it entails, the phrase was first used in the 1990s. Graham (2006) [16] feels that the online teaching and learning process is an amalgamation of the conventional offline teaching and learning processes in a computer-mediated environment, in contrast to [17] who view the integration of the online teaching and learning process in the curriculum framework to be “thoughtful.” On two features of blended learning, which is a thoughtful combination of in-person instruction and learning and online interactions, there does appear to be agreement: it should be “planned” and “pedagogically valuable.” However, there seems to be a consensus on two aspects of blended learning, which is a judicious mix of face-to-face teaching and learning along with online interactions: that it should be ‘planned’ and ‘pedagogically valuable.’

Bordoloi et al. [18] contend that education in the twenty-first century should be a combination of customized, “productive,” and “collaborative” in character, with a focus on holistically developing the potential and creativity of the students. They suggest that blended learning—a combination of face-to-face (F2F) and technology-enhanced instruction—could be the most effective model for the holistic development of students, who would then be both critical and creative thinkers and problem solvers. They also think that blended learning technology, together with carefully thought-out methodology, content, and course materials that are in line with modern needs, can act as catalysts to assist the nation advance faster than other nations. Their study, “Perception towards online/blended learning at the time of the COVID-19 pandemic: an academic analysis in the Indian context,” demonstrates that blended learning is viable in the Indian context for the twenty-first century, particularly in emergency or extraordinary circumstances like war or pandemic. They demonstrated a favourable perspective and connection between online learning and the delivery of instruction, training, and skills through mediated environments. They believe that soon, new instructional technologies will become crucial. Whilst Hass and Joseph [19] investigated how business school students at a liberal arts university in the Southwest of the United States felt about online versus traditional face-to-face courses. The study found that students in both groups—those exposed to online learning and those taking traditional courses—demonstrated a willingness to participate in online programmes. However, the researchers recommended a blended or hybrid form of instruction for these kinds of programmes.

Another study, “Can MOOCs Reskill and Upskill the Indian Workforce for the Industrial Revolution 4.0?” which is a thorough literature review highlights the inherent weaknesses of MOOC courses in skill upgradation due to the high attrition rate offered through government-sponsored MOOC platforms like SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds). Many students in the Indian context do not complete their courses. The fact that the course materials were unable to meet the needs of the variety of learners—some of whom would have prior knowledge or even experience, whilst others would be beginners—is a significant factor in the high attrition rates. Other frequent causes for course abandonment include the digital divide, lack of national framework for the MOOC ecosystem, and issues with credit transfer. The findings also showed that the Canadian government understands the critical necessity for workforce upskilling and reskilling every few years due to the changing nature of the world and the introduction of newer technology that affect how we behave. The government has acknowledged the necessity for boot camps and the creation of MOOC courses to provide its workers with twenty-first century skills.

Kumar and Pande [20] in their research paper titled “Technology-mediated learning paradigm and the blended learning ecosystem: what works for working professionals?” assert that blended learning courses offer ease of access, interactive pedagogy and have a high contextual significance. They proposed a learning paradigm for the working professionals especially related to blended learning programmes which is based on the earlier formulated learning paradigm of ‘learning as participation’. The researchers believe that such blended learning programmes are context-centric, focussed on acquisition of specific skills and enables collaborative and peer learning. They also identify the key success factors for the blended learning ecosystem for the working professionals. User-centricity is identified amongst the key factor. They have recognised varied factors which play a key role in the satisfaction of the learners and effective learning in the blended learning courses which are—Institutional factors, Faculty-related factors, Student-related and Pedagogy related factors.

3. Research objectives

The paper attempts to understand the perceptions and motivations of a blended learning programme through investigating the learner experiences. Following are the research objectives of the research article:

1. To understand the perceptions and motivations of the learners to join a blended learning programme especially for those in senior or middle management levels.

2. To assess the advantages and limitations of blended learning programmes run by business schools

3. To analyse the overall experience of the learners enrolled in a blended learning programme.

4. Research methodology

It is a qualitative research study that employed a descriptive methodology with an emphasis on conducting structured interviews with students enrolled in the Indian Institute of Management Calcutta’s (IIM Calcutta) Senior Management Programme (SMP). We intend to explore the learner’s experiences, viewpoints, and insights surrounding their enrolment in the SMP. The primary purpose of this study is to determine how learners perceive and benefit from the SMP at IIM Calcutta, which is delivered in a blended mode. The Alfred P. Sloan School of Management (MIT), the Government of West Bengal, the Ford Foundation, and Indian business collaborated to create the Indian Institute of Management, Calcutta, as the country’s first national institution for post-graduate courses and management research, in 1961. It is regarded as one of Asia’s finest business schools. The course began in June 2023 and was still in progress at the time of the study. It is a 12-month programme designed to teach strategic leadership abilities and ease the transition into senior management roles, particularly in an evolving business environment. According to the website (https://www.iimcal.ac.in/ldp/SMP), the programme’s stated objectives [21] are:

1. equip them with analytical skills,

2. enhance their existing functional competencies,

3. transform them into strategic leaders.

The course is delivered in a blended format, with online instruction on weekends, particularly Sunday, to accommodate the demands of working professionals, and two campus visits (5 days) at the programme’s midpoint and finish. The students had already been on one of the programme’s planned campus visits when the study was done. A total of 150 students were enrolled in the programme, and 29 SMP students—21 men and 8 women—were interviewed for this study. The participants ranged in age from 34 to 50 and held senior management positions such as project managers, directors, associate directors, vice presidents, and chief financial officers (CFOs), among others. The course includes both on-campus and online instruction, as well as pedagogical tools and exercises like case studies, role-plays, games, quizzes, and simulations. Except for one person who just left their position, these participants all hold middle- to senior-level management positions in global firms and government agencies. We have mostly depended on conducting in-depth structured interviews with an approach that permits open ended questions and in-depth investigation of each participant’s experience with the SMP in order to gather data. The questions revolved around the themes of the perceptions and motivation for joining the course considering their well-established position and job profiles in the industry/domains, advantages and limitations of the blended learning programme, strategies, and challenges to align their work, family responsibility and learning goals, organisational support for the senior management programme and their overall experience. The interviews were transcribed and then the recurrent patterns, themes and insights were identified from them to gain valuable insights into the learner’s experiences.

5. Findings and results

5.1 Perceptions and motivations of the learners to join a blended learning programme especially for those in senior or middle management levels

Some of the main reasons for joining the Senior Management Programme are: leveraging the brand value of the Indian Institute of Management, which is a premier management institution in India with a strong reputation in Asia; a medium for networking opportunities with industry professionals, particularly those in key decision-making positions; opportunities for skill enhancement and upskilling; and preparation for important leadership positions that may become apparent. As a result, several of the unique responses were (Figure 5).

Figure 5.

The image showcases the main motivations for joining the senior management programme at IIM, Calcutta. Source: Formulated by the researchers.

“To equip myself with skill sets that would help me transition from being a functional manager to a suitable role in general management.”

“Discovering what is beyond present leadership role and understanding present industry standards, that can help build better workplace and sustain growth with meeting future needs.”

5.1.1 Long-term and short benefits of the senior management programme

Some of the short-term benefits of participating in the course included: transitioning from the government to the corporate sector; promotion purposes, including elevation to the post of COO/CEO level job; upskilling; adding value to the current role and organization in the corporate sector; technical learning; learning new management trends and patterns; and gaining an edge on the resume due to the host institution’s high reputation and leveraging the brand value. Long-term benefits of taking the course include developing strategic decision-making skills, improving decision-making abilities, understanding the challenges and opportunities in various leadership roles, alumni networking, accelerated advancement from current roles, and attracting recruiters. Some of the learners’ distinctive responses were as follows:

“It would help upskill and expand my knowledge base further; and also my appreciation & understanding of how various functions operate in leadership roles. It would definitely equip me with skill sets to becoming a better leader with a more wholesome, enriching experience & outlook.”

“It gives good insights into Strategic Decision Making by exposing participants to all important Corporate Functions”.

“It will help me understand the dynamics of business apart from technology roles and help me to grow in management role.”

“It will help to get a holistic view of all functions of the business and might be useful if am trying for more senior management roles”.

5.1.2 Advantages and limitations of blended learning programmes run by business schools

According to the learners, the benefits of the senior management programme included the opportunity to grow and acquire new skills, networking opportunities, updated course content, sharing knowledge and discussions with peers, particularly on critical issues of the day, and alumni status. The remote learning opportunity and the flexibility that comes with it to balance work, family responsibilities, and learning needs; accessibility to course materials, including text materials and videos, at all times through the learning management system; time management; and the ability to learn from home represent a few of the standard benefits indicated by respondents. Many respondents stated that blended learning programmes are the only way for working professionals to improve their knowledge and abilities (Figure 6).

Figure 6.

The infographic showcases the advantages of the blended learning programmes as experienced by the learners. Source: Formulated by the researchers.

Some of the common challenges and concerns raised by the learners enrolled in Senior Management Programme are large batches in an online set-up, rushing of the syllabus in the classes, prolonged and unnecessary time spent on Questions and Answers Sessions or Discussions leading to time constraints to comprehensively cover the syllabus, lack of access to course instructors except for the Sunday and offline campus visits, technical glitches including access to learning modules and videos, lack of individual attention, less opportunities for networking in online interactions, personal interactions and touch with the educators, problems with Learning Management Systems, balancing work, family responsibility and learning goals, instructional designs as some crucial topics could be taken up during the offline classes in campus visits, depth missing in some subjects, coping with the speed of the course or consideration of the needs of the diverse learners, examinations during the travel time among others (Figure 7).

Figure 7.

The infographic shows the common concerns and challenges faced by the learners in the Senior Management Blended Learning programme. Source: Formulated by the researchers.

5.1.3 Organisational support for the upskilling course

As the majority of course participants are working professionals with high-profile professions in senior and middle management, organisational support is essential for participation in and effective completion of a blended learning programme. As a result, it is important to have organisational support in order to speed up learning and develop the necessary abilities. Out of 29 students, two had their courses paid for by their organisations; however, six students received no funding from the latter. Whilst two students received some support from the organisation for the course. Others have received varying degrees of assistance from their company, ranging from leaving work during institution visits to helpful managers who helped them manage their time and workload. Since it is a weekend course, many respondents chose not to ask the organisation for assistance and instead paid the tuition with their own funds or resources. Following are a few of the learners’ novel answers to organisational help from the organisation:

“Only support that I asked was to allow attending lectures in office as we have office on Sunday as well”.

“My organization has been very supportive in providing necessary leaves and time offs for campus visits. Rest my work is not hampered due to this so company has no problem”.

“They have supported and encouraged me a lot for this course. They have partially paid fees for this course.”

5.2 Overall experience of the learners enrolled in a blended learning programme

The overall experience of the senior management programme received a range of views, but the majority of respondents evaluated it as “good” to “excellent,” with only two respondents out of the 29 giving the programme a “average” rating. Many respondents agree that it is a useful alternative for working professionals who may have few other opportunities to improve abilities and acquire new management topics. The course ended up being the best choice available because one of them said that the employer would not permit sabbaticals for learning opportunities. However, another responder thought they should have chosen an offline or live course that would have lasted for three or 6 months and had more focused modules. Most responders think it’s a fantastic chance to network with people from all backgrounds and occupations. Some respondents brought up the restriction that they could not participate in online role-playing games or presentations. The vast size of the batch, which included 150 students, upset many of those who responded. Some people valued the peer learning chances, whilst others think the college ought to host gatherings and networking events for students who reside in nearby cities. Some respondents praised the programme’s high standards of instruction and faculty members, whilst others noted that the programme’s case studies were outdated and not appropriate for India’s conditions. Still other respondents wished for fewer areas to be covered in greater depth. According to one of the responses, the training has inspired him to embark on new endeavors and search for startup possibilities. Important comments on the overall experience include:

“It has been a good experience. Senior or middle-aged professionals get an opportunity to remotely acquire management degree or certification, which otherwise would have meant taking a sabbatical etc. Not all companies support break for education.”

“Overall experience has been good in terms of learning through case studies and peer learning. Networking has been an important facet of this program which I liked. Only thing I disliked is the batch size of 150 people which is too big to interact with and sometimes makes online classes difficult to moderate.”

“Ok experience. Difficult to focus in offline model, but since it is was working individuals do not have much of a choice. Also, in online we cannot do role plays, presentations etc. Syllabus needs to be improved and case studies need to be more relevant to Indian ecosystem and current scenarios (most of the case studies are 20–30-year-old). However, we are trying to make the best of it by learning from fellow mates and the books given.”

6. Conclusion

India boasts a substantial workforce poised for potential reskilling and upskilling soon. Blended learning programmes emerge as a compelling medium to cater to the diverse needs of working professionals across various industries and domains. This approach offers inherent advantages owing to its adaptability and flexibility in the context of remote learning. Some of the important findings of the study reflect that the blended learning programmes especially for the management fields should monitor and calibrate the size of the batch, faster response, and redressal of the complaints regarding the learning management systems and other technical glitches, updated course content which is relevant to the Indian business environment and transforming business needs. The course should include case studies and relevant examples catering the needs of the modern workplace where automation, data analytics, artificial intelligence, generative language models, internet of things are already making inroads in the organisations. Overall, the courses and programmes for the working professionals should be meticulously designed and strategically planned, considering the demands of future job markets and the cultivation of leadership skills to confront contemporary challenges. Embracing blended learning programmes should become increasingly prevalent to address the evolving learning requirements and opportunities for knowledge sharing, thereby equipping individuals with the essential skills demanded by the twenty-first century. Future research is recommended for designing more effective blended learning programmes that caters to the needs of the learners as well as fulfils the intended learning outcomes of the such programmes.

7. Limitations of the study

Extensive literature regarding the effectiveness of the blended learning programmes particularly for the management programmes and overall, for the generalised learnings and understanding was not available. The study was conducted whilst the course was still underway and the overall experience, satisfaction level and perceptions regarding the course and blended mode of learning may differ at the end of the course. Since, the study considers the experiences and the insights of the limited number of learners, future studies may be required for more nuanced understanding for designing more user-centric and effective blended learning programmes especially for the management studies. Also, the study could be replicated with different age-cohorts may yield different results especially Millennials and Gen -Z.

Acknowledgments

We would like to extend our sincere gratitude to Mr. Mohit Pandey, Regional Head (Sales), DBS Bank, India for his kind assistance and cooperation in facilitating the interviews with the other learners at the Senior Management Programme, 2023, offered by IIM, Calcutta. We would like to express our heartfelt gratitude and appreciation for the participants of the study for to taking out the time to provide us with their valuable insights, experiences, and feedback on the Senior Management Programme.