The Shift Towards On-Campus Education: A Return to Normalcy
Introduction
The Covid-19 pandemic has significantly disrupted the academic trajectory of students worldwide, creating a new reality of remote exams and online learning. However, as restrictions ease and campuses reopen, there is a renewed preference for on-campus education, particularly among younger students who prioritize a personal learning experience. This article explores the shift towards on-campus education in the Master of Management (MiM) programs and the reasons behind it.
The Covid-19 Experience
Thomas Edwards, a Bachelor of Business student at Manchester Metropolitan University in the UK, experienced the upheaval caused by the pandemic firsthand. As the virus struck, his on-campus experience transformed into remote exams and digital platforms. This sudden change destabilized him and made him yearn for a sense of community and connection. Consequently, Edwards decided to pursue his Master’s degree in International Business Management at Grenoble School of Management in France, opting for a conventional, face-to-face program.
Renewed Preference for On-Campus Education
Edwards’ story reflects a growing preference for on-campus education among students who value the interpersonal connections and networking opportunities that come with it. Many students, who had their university studies disrupted during the pandemic, feel that they missed out on the complete student experience. They are eager to return to campus and make the most of their education.
A Divergence in Preferences
While older MBA candidates appreciate online learning for its flexibility, MiM students tend to prefer the traditional on-campus model. The MiM programs are typically delivered full-time on campus, with few exceptions. This divergence in preferences highlights the distinct needs of different student groups and emphasizes the value of in-person education in the MiM program.
The Role of the Campus in a Post-Pandemic World
As more degrees go digital, business schools need to reassess the role of the campus in the post-pandemic world. While online learning offers flexibility, on-campus education provides unique opportunities for personal and professional growth. Business schools should aim to strike the right balance between online and in-person experiences, leveraging technology to enhance virtual collaborations and create immersive learning environments.
The Importance of Building Connections
Beyond gaining knowledge, building connections and social networks remain a crucial aspect of studying on campus. The current generation of students values the people they meet and the connections they forge during their education. Business schools need to recognize and accommodate this need for social interaction and personal growth.
Finding a Balance
To adapt to the changing landscape of education, some institutions are finding a balance between online and on-campus learning. This approach allows students to have flexible options while still experiencing the benefits of in-person education. By offering a mix of online and in-person courses, schools can cater to the diverse preferences of students and meet their evolving needs.
The Future of Online Learning
As technology continues to advance, there is hope that online learning can provide more immersive and interactive experiences. Business schools should go beyond video conferencing and explore creative ways to engage students in a virtual environment. By embracing new technologies and virtual tools, schools can enhance the online learning experience and prepare students for the increasingly virtual nature of the workplace.
Conclusion
The Covid-19 pandemic has underscored the importance of on-campus education for students, particularly in the MiM programs. The desire for personal connections and a sense of community has driven a renewed preference for in-person learning experiences. While online learning offers flexibility and convenience, it is crucial for business schools to recognize and cater to the needs of students who yearn for the traditional on-campus experience. By finding a balance between online and on-campus learning, schools can create meaningful educational experiences that prepare students for the future while fostering personal and professional growth.
Summary
The Covid-19 pandemic disrupted the academic trajectory of students worldwide, leading to a renewed preference for on-campus education, particularly among MiM students. The desire for personal connections, networking opportunities, and a complete student experience has driven this shift. While online learning offers flexibility, it is crucial for business schools to find a balance between online and in-person experiences to meet the diverse needs of students. By embracing technology and enhancing the virtual learning experience, schools can prepare students for the future while providing the valuable connections and growth opportunities that come with on-campus education.
—————————————————-
| Article | Link |
|---|---|
| UK Artful Impressions | Premiere Etsy Store |
| Sponsored Content | View |
| 90’s Rock Band Review | View |
| Ted Lasso’s MacBook Guide | View |
| Nature’s Secret to More Energy | View |
| Ancient Recipe for Weight Loss | View |
| MacBook Air i3 vs i5 | View |
| You Need a VPN in 2023 – Liberty Shield | View |
Receive Free Master of Management Updates
we will send you a myFT Daily Recap email gathering latest Master of Management news every morning.
Covid-19 upended Thomas Edwards’ academic trajectory. Study a Bachelor of Business in the UK Manchester Metropolitan Universitywhat started out for him as a typical on-campus experience evolved into a new reality of remote exams when the pandemic struck.
Edwards (pictured above) found himself dealing with digital platforms while completing his exams online. “He was quite destabilizing; He completely changed the experience,” he recalls.
That experience guided his decision to choose a conventional, face-to-face program for his master’s degree, rather than an online alternative. She enrolled in a Masters in International Business Management at Grenoble School of Management in France between 2021 and 2023.
“The Covid experience made me want to be part of a community,” he says. “A lot of the value of business school is not what you learn in the classroom, but the people you meet and the connections you make.”
FT Masters in Management Ranking
This article is from a classification report published on September 11, with the first stories from this week.
Edwards’ story reflects a renewed preference for on-campus education in the wake of the pandemic, particularly among younger students who yearn for a more personal learning experience.
Covid-19 restrictions forced degree programs to adapt to online delivery for much of 2020 and 2021. Even as campuses reopened after lockdowns, business schools sought to integrate the benefits of technology into their face-to-face programs However, they met with a lukewarm response, especially from Master of Management (MiM) students, who typically start these courses soon after their first degree.
“This generation has a deep-seated skepticism against online learning,” says Roland Siegers, director of external engagement and career start-up programs at ESMT Berlin. Much of this year’s MiM group earned their college degrees during the height of the pandemic, severely disrupting his education. Many expressed their dissatisfaction with the poor virtual teaching they received.
“You can tell that whenever we’ve decided to bring the class together virtually, it’s become extremely difficult to get and hold their attention,” Siegers says. Consequently, ESMT has returned to almost entirely face-to-face teaching for Master’s programs.
The ESMT experience reflects a broader trend observed in recent tomorrow’s teachers study conducted by educational consultant CarringtonCrisp of the EFMD management development network. The share of prospective master’s students who prefer online or blended study has fallen to 29 percent this year, from 38 percent in 2022. Nearly half of the 1,755 respondents globally now lean towards studying full-time online. The Campus.
“Many of them completed their university studies during the pandemic and missed out on part of the student experience, so they are desperate to get back on campus and make the most of it,” says Andrew Crisp, co-founder of CarringtonCrisp.
Business schools note a divergence in preferences between students with prior MiM experience and older MBA candidates, many of whom appreciate online learning for its flexibility to fit around their professional commitments. “That benefit is not apparent for the MiM program,” says S Sriram, associate dean for graduate programs at the University of Michigan. Ross School of Business In the USA.
Consequently, most MiM programs are delivered full-time on campus, with only a few exceptions, such as the University of Maryland Robert H Smith School of Business, which this year launched a new Master of Science in Business Studies. Online management. together with its traditional face-to-face program. “After the pandemic, we learned that we can do more online,” says Rellie Derfler-Rozin, academic director for both programs.
As more degrees go digital, he says business schools should reassess the role of the campus in the post-pandemic world. “As educators, we have a responsibility to reflect more on the value of being in person and how to make those experiences even more meaningful.”
Looking ahead, many academics stress the importance of incorporating online learning into master’s programs to prepare students for the virtual collaborations that are becoming more prevalent in the workplace.
“We continue to think that it is important to offer students at least some experience online, since in the future they are likely to work partially from home,” says Céline Foss, director of Grenoble’s Master of International Business Management program. The program leverages technology to connect students with professionals from around the world and prepare them for the evolving workforce.
Beyond gaining knowledge, building connections and social networks remains a major draw of studying on campus, a difficult aspect to replicate effectively online.
“We are deeply social beings,” says Nicolas Arnaud, director of programs at Business School Audience in Nantes. “Our responsibility is to accompany these young people with little experience in building their professional identity, but also in some aspects of their personal identity.”
Some institutions are finding a balance. Audencia offers students the option to complete a semester entirely online. “We have learned from Covid that it is not about going back to 100 percent [in person] as it was before, but to find the right balance”, says Arnaud.
As technology continues to advance, there is hope that schools can reimagine the online experience beyond video conferencing, offering more immersive and interactive virtual environments to rival face-to-face education. “My hope is that as the hardware improves, we can enable better experiences,” says David Suárez, vice dean of the University of Spain. IE Business School. “We need to go beyond webcams.”
—————————————————-