This study investigates the factors that draw working professionals towards distance education programs, and the factors that sustain their distance education experience. The study is conducted in difficult terrains of Uttarakhand, a hilly state in India which helps us investigate the phenomenon in difficult geographies. Through interviews of ten working professionals in this difficult geography these factors are deduced and a conceptual model is then developed. We also tried to find theoretical linkages to the factors identified. The findings are of value to distance educators and students alike.


Interview, Distance Education, Working Professional, Difficult Geographies

Author Bio(s)

Jatin Pandey is a doctoral scholar at Indian Institute of Management Ahmedabad. His research interests include HR analytics, HR information systems, emotional labor and employee wellbeing. He consults in the areas of information technology and education for difficult geographies. He has been awarded the Junior Research Fellowship (JRF) by University Grants Commission (India) and has published a book on Geographic Information System. Correspondence regarding this article can be addressed directly to: Jatin Pandey at, email: jatinp@iimahd.ernet.in or phone: +919410362888

Manjari Singh is a member of the faculty at Indian Institute of Management, Ahmedabad, India since 2000. She teaches courses related to human resource management and data analysis in the doctoral, postgraduate, and executive development programmes at IIM Ahmedabad and other institutes. She has published in reputed peer-reviewed international journals like Human Resource Management (USA), Journal of Personnel Psychology, and Human Resource Development Quarterly. She has done consultancy projects for government and private sector organizations including the Sixth Central Pay Commission (Govt. of India). Correspondence regarding this article can also be addressed directly to: Manjari Singh at, Email: manjari@iimahd.ernet.in or phone: +917966324914.

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.




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