We asked 3,800+ graduate and adult students about their program preferences. Here’s what they shared.

Perhaps one of the most common questions our EAB program design experts field is: “Should we offer online courses asynchronously or synchronously?” While the answer will vary by program type, resources, and the like, it’s noteworthy that 42% of survey respondents prefer a mix of asynchronous and synchronous courses.

Students express interest in weekday, daytime classes

We also asked students to share their preference for class schedules. More than half of respondents (56%) prefer all weekday classes. While students across all student segments most often indicated preference for all weekday classes, students under age 26, those who are not currently employed, and prospects interested in legal education disproportionately prefer all weekday courses. When asked about ideal time of day for class, 37% said they favor all daytime classes. However, students over age 36 indicate a slight preference for all evening courses, as do students interested primarily in online programs.

Respondents share mixed interest in certificates and microcredentials

Finally, given ongoing discussion about different credential types—think certificates, microcredentials, and badges—we asked prospective master’s students about their interest in pursuing one of these credentials instead of a master’s degree. About 29% of respondents said they are “extremely likely” or “very likely” to pursue a different credential in lieu of a master’s. However, 36% said they are “somewhat unlikely” or “not likely at all” to consider a certificate, microcredential, or other offering. Students 26 to 35 and those interested in business programs are among the prospects most likely to express interest in a different credential.

Thinking of launching a certificate program? Avoid these mistakes.

New research from our Professional and Adult Education Advisory Services identifies a few barriers to growing microcredential programs:

• Low student awareness: Many students are not familiar with digital credential programs—and even those aware of these offerings often don’t know where to start.
• Minimal employer uptake: Employers consistently say that they think microcredentials are a good idea. But when our team looked further into SHRM data, we found that HR staff (those who likely do initial candidate screenings) don’t value microcredentials as much as executives and supervisors. Our researchers also identified HR software as a barrier—some resume scanning software is unable to identify alternative credentials, meaning students with these credentials may be overlooked.
• Institution resistance to microcredentials (whether implicit or explicit): New program types like microcredentials require revising academic policies and processes. And for microcredentials, institutions often need to acquire new tech platforms (like badging software) and consider ways to help students fund these programs (since microcredentials are generally ineligible for federal financial aid).

Our researchers are continuing to track student awareness of and employer perception of microcredentials—stay tuned.

Interested in more on microcredentials? Subscribe to our blog.

These findings just scrape the surface of the insights from our survey. To learn more about how students are making enrollment decisions, check out our full insight paper.