Online education is becoming more prominent, but it has been found that employers are biased against hiring job applicants with online education. The influence of mode of education and degree level on employer perceptions of applicants’ hireability was investigated. It was hypothesized that employer perceptions would decrease as the education of an applicant moved to a category consisting of more online education. It was hypothesized that employers would be less likely to move forward with applicants in the hiring process (viability) as applicants’ education moved to a category consisting of more online education. It was hypothesized that degree level would moderate the relationship of mode of education on employer perceptions of applicants’ hireability and viability. Although it was expected that perceptions of hireability would increase as the applicants’ degree level increased and that perceptions would decrease as applicants’ education moved to a category consisting of more online education, as mode of education moved from hybrid to online, employer perceptions of applicants’ hireability were expected to decrease as applicants’ college degree level advanced. Survey results were collected using Qualtrics Resume Screener service. Results showed employer biases against an applicant’s hireability and viability exist as an applicants’ education moved to a category consisting of more online education, but degree level did not change this relationship. Theories were applied to results to provide possible explanations for the biases. The limitations of the current study as well as the theoretical and practical implications of the results are discussed.
| Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-1512 |
| Date | 01 June 2017 |
| Creators | Safara, Benjamin |
| Publisher | CSUSB ScholarWorks |
| Source Sets | California State University San Bernardino |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses, Projects, and Dissertations |
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