A Case Study of Online, Project-Based Graduate Education for Working Professionals

Michael David Hughes, Susan Riello and Aric Krause

International Journal of Higher Education, 2025, vol. 14, issue 4, 18

Abstract: This paper presents a case study of a codified design approach used to develop and deliver a portfolio of project-based, online graduate programs tailored to working professionals at a private technological research university in the Northeastern United States. These programs adopt a learner- and career-centered model, emphasizing engaging, practical, and fulfilling educational experiences. While prior research has explored learner perceptions of individual instructional strategies within specific courses or domains, this study examines holistic perceptions across an integrated portfolio spanning multiple disciplines. The programs were designed using a confluence of evidence-based instructional design models. The study begins by outlining the foundational design framework and highlighting the value of real-world, project-based learning, supported by dedicated faculty mentorship and a learning management system with a consistent navigational structure. The paper then presents a mixed-method analysis of learner survey data collected over two years. Results show that over 96% of learners expressed positive sentiments about their courses, faculty mentors, and projects. To deepen the analysis, a textual study of over 35,000 words from three open-ended survey questions was conducted using natural language processing and meta-theme analysis. Â This analysis found that supportive faculty mentorship, project-based coursework, and real-world application were key strengths of the learner experience. Areas for improvement centered on refining course pacing, ensuring clear alignment between materials and deliverables, and providing more timely feedback on project milestones. Ultimately, the results underscore the need for careful and intentional design of online programs with consideration for the learner's voice.

Date: 2025
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