Graduate Employability and Mode of Higher Education: A Comparative Study of Regular and Open Distance Learning Degree Holders

Graduate employability has emerged as a significant concern in the contemporary higher education system, particularly in the context of increasing competition in the labour market and changing professional requirements. Obtaining a university degree does not necessarily ensure employment, as career opportunities are influenced by several factors, including academic knowledge, communication skills, digital competencies, problem-solving abilities, practical experience, and professional preparedness. In this context, the mode of higher education may have an important role in shaping the knowledge, skills, and competencies required for employment. The present study aims to make a comparative analysis of the employability of graduates who have completed their undergraduate degrees through Regular and Open and Distance Learning (ODL) modes of higher education. It seeks to examine the major differences between these two educational systems in terms of teaching-learning processes, teacher-student interaction, flexibility, self-directed learning, social engagement, technological proficiency, and opportunities for skill development. The study also attempts to explore how these educational experiences may influence graduates' professional preparedness and employment prospects. The research is descriptive, qualitative, comparative, and analytical in nature. It is based entirely on secondary sources of data, including published research papers, academic books, government reports, University Grants Commission (UGC) publications, Distance Education Bureau documents, and the National Education Policy (NEP), 2020. The collected information is examined through document analysis, qualitative content analysis, thematic analysis, and comparative interpretation. No primary data, surveys, or direct interviews are included in the study. The study highlights that Regular and Open and Distance Learning systems offer different educational experiences and opportunities for developing employability-related competencies. Regular education provides scope for face-to-face interaction, classroom participation, teamwork, and institutional activities, whereas ODL promotes educational flexibility, independent learning, self-discipline, and time management. However, employability cannot be determined solely by the mode of education, as individual capabilities, practical exposure, professional training, institutional support, and labour market conditions also play important roles. The study concludes that both educational modes have considerable potential to develop employable graduates and recommends strengthening vocational education, digital literacy, communication skills, internship opportunities, career guidance, and practical training within both systems of higher education.