For quite a while now, pursuing a master’s degree in Bangladesh meant following a predictable path: graduating from university and immediately enrolling in a full-time postgraduate programme, completing it before entering the job market.

That rhythm is gradually changing.

Across both public and private universities today, part-time or weekend master’s programmes are witnessing a significant rise in popularity. 

These programmes, often holding classes on weekends or online, are specifically designed for working professionals who do not have the luxury of committing to a regular weekly class schedule.

The shift reflects a broader change in Bangladesh’s economy. As competition for employment intensifies and employers increasingly prioritise skilled and qualified labour, many young professionals feel compelled to pursue postgraduate degrees while continuing their careers. 

Another factor may be the rising cost of living and the economic struggles currently plaguing Bangladeshi society. It is difficult for many fresh graduates to pause their pursuit of work in order to fully focus on a full-time programme when the outcome may be the same, while their peers gain significant experience by entering the job market early.

Weekend programmes appear to offer the perfect compromise: earn a salary during the week and attend university on weekends.

Yet the reality behind these programmes is more complicated than it appears. While some students find them academically rewarding and professionally beneficial, significant questions remain about academic rigour and ethical standards.

Flexibility is the biggest perk

For many young professionals, the decision to pursue a part-time master’s programme is less about convenience and more about practicality.

Mustafa Rafid Nibir, currently pursuing an MA TESOL at BRAC University, shared that enrolling in a full-time postgraduate programme would have been nearly impossible alongside his professional role as an English instructor at an English coaching centre.

“Since I have been working at an academy as an English instructor, pursuing a full-time master’s programme would be extremely difficult for me,” he said. “That would disrupt my professional responsibilities and limit other career opportunities.”

For Nibir, the flexibility has allowed him to continue both his professional and academic development simultaneously.

“The programme supports the balance among my work, personal life, and study commitments,” he shared. “Since the classes are on weekends, I can effectively manage my professional and academic responsibilities.”

In Nibir’s experience, the programme does not compromise on academic rigour and remains quite demanding.

Certain courses in his MA TESOL programme involve practical training and extensive preparation. “Courses like Teaching Practicum demand a substantial amount of time, effort, and fieldwork,” he explained. “At that time, it became quite rigorous, which I had not expected before.”

Having already spent nearly three years teaching English, Nibir chose this programme specifically to strengthen his academic foundations in the field of English teaching.

“The programme content is designed to enhance my teaching excellence in my current role and support my future professional ambitions,” he added.

Yet even within such a well-structured programme, he has noticed a broader trend among some of his classmates.

Many learners, he observed, appear to be driven primarily by the need for a credential rather than the pursuit of actual skill. For Nibir, whose classroom syllabus directly complements his role as a teacher, this is not the case.

When achieving a certificate is the only goal

While some students pursue part-time master’s programmes to deepen their expertise, others see them mainly as a requirement for career advancement.

One interviewee, who requested anonymity, shared a far more critical experience.

After completing a bachelor’s degree in engineering, he decided not to pursue a career related to his undergraduate field. Instead, he enrolled in a weekend master’s programme at a reputed public university while exploring alternative career options.

“I felt having a master’s degree would give me an edge,” he explained. “Moreover, in many jobs, you can’t even apply without having a master’s degree.”

Despite the perceived importance of the qualification, his experiences inside the classroom have been disappointing.

According to him, the academic rigour is often minimal.

“I don’t find it challenging at all,” he said. “The exam questions in most courses are already provided beforehand, and the exams – midterms, class tests, even finals – are conducted based on those given questions.”

He also claimed that in some cases professors shorten course material in order to finish the syllabus quickly, which further reduces the depth of learning.

Nevertheless, the programme’s structure makes it easy for him to continue his full-time job along with a separate part-time role.

There is also an irony in the fact that the convenience of the programme has contributed to his lack of academic engagement.

“In most cases I don’t attend classes,” he admitted. “I only study on Thursdays if I have an exam the following Friday.”

He also shared troubling allegations regarding unethical academic practices. According to him, some students have been allowed to retake exams using the question papers, sometimes with access to phones and notes.

He also described a personal experience where he had to pay a bribe to office staff to retake an exam after failing.

“I was once made to fail a grade… they did not feel the need to show me my answer script,” he said. “Then I had to pay Tk2,500 and redo the exam.”

For him, the programme has gradually turned into what he calls a “credential race”.

“I don’t feel it’s a genuine achievement,” he said. “Most of my classmates cheat quite openly, so even the regular exams are not ethical at all. It’s just a CGPA grab in my opinion.”

What employers actually look for

While student experiences vary widely, the most important question remains: How do employers perceive part-time master’s degrees?

According to Md Mizanur Rahman, AGM – Group HR, OD and Training at Bitopi Group, the mode of study rarely determines a candidate’s value during recruitment.

“As an HR professional, my focus is not on the mode of study, but on whether the degree is relevant to the job role,” he explained.

“A relevant master’s degree assures me that the candidate has gained sufficient theoretical grounding in the subject area.”

From a recruitment standpoint, a postgraduate degree often provides a competitive advantage when candidates have similar levels of experience and skill.

“When two experienced candidates apply – one with a master’s degree and one without – employers naturally give priority to the one who has a master’s,” Mizanur Rahman said.

Moreover, he believes that part-time programmes can offer certain advantages over traditional full-time studies.

“A weekend master’s carries additional advantages because it shows that the candidate has gained job-relevant knowledge while continuing full-time work. This blend of theory and practice makes their learning more applicable and sustainable.”

Despite the benefits, Mizanur Rahman acknowledges that ethical concerns do exist in certain programmes. Modern HR professionals often rely on competency-based evaluation methods rather than degrees alone.

“A master’s degree adds positive weight, but performance, integrity, and practical capability ultimately drive the decision.”