Key drivers that influence the provision and sustainability of executive education: A case study of the London academy of management and finance

Abstract

Executive Education (EE) courses are designed for middle to senior managers as part of their continuous professional development (CPD), offering high revenue with courses ranging from a few days to several weeks. Prior to the COVID-19 pandemic, these courses were primarily campus-based, but travel restrictions necessitated a shift to hybrid or online delivery. Existing literature on EE largely assumes classroom-based learning led by practitioners, with location being a key factor in course selection. However, the pandemic has prompted a transition to technology-dependent, hybrid or remote formats, raising concerns about the relevance and reliability of conventional EE theories. Additionally, there is limited research on how EE supports career progression for individuals with disabilities or spent criminal convictions. This research, based on applicant data from a UK private EE provider (391 applications between 2019 and 2021) and seven semi-structured staff interviews, provides a unique perspective on how COVID-19 reshaped EE. It examines learner characteristics such as gender, age, education, location, future aspirations, disabilities, and criminal convictions. While existing theories were largely affirmed, the study revealed novel insights into EE's links with international migration, disability, criminal history, gender, age, and career aspirations. It also shed light on how participants plan to use the knowledge gained after returning to their home countries. The impact of COVID-19 on course delivery and learner expectations was particularly noteworthy. This research contributes to the fields of EE, international student mobility, and equal opportunities for career progression. It offers recommendations for EE providers and raises questions about the UK’s national policy on English literacy, specifically how it selectively impacts certain countries.