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The purpose of this paper is to examine the careers of skilled migrants from Indian Punjab. This study complicates the normalization of skilled migration as a “win‐win” situation by examining the career trajectories of skilled migrants from the Indian Punjab who are trying to establish themselves in Britain.

The paper examines 20 life history interviews undertaken with skilled migrants from the Indian Punjab to Britain, in IT, media, law and hospitality industries, health and welfare professionals, and student migrants.

Skilled migrants were able to migrate on their own auspices through migration economies in Punjab. Once in Britain, however, they were directed to universities and labour markets in which they were not able to use their skills. They experienced under‐employment, devaluation of their qualifications and downward mobility, which forced them into ethnic and gendered markets within their home networks and created ambivalence about migrant success and issues of return.

The study emphasizes the need to take a transnational lens when looking at skilled migration, address how migrants’ career trajectories are limited by racism, anti‐immigration sentiment and gender inequality, and consider temporality and uncertainty.

The paper raises questions concerning the ways in which rapidly changing “managed migration” policies in Britain have burdened individual migrants.

The purpose of this paper is to understand the outcomes of Massive Open Online Courses (MOOCs) in the light of COVID-19 concerning the students of higher educational institutions (HEIs) in India. The COVID-19 has disrupted the normal teaching-learning role across the world and has put everyone in a nightmare. HEIs are now requesting students to take up MOOCs to explore and attain knowledge and the same is even followed by the corporate institutions. MOOCs are one of the crisis management solutions to ensure that education is continuous and not disrupted.

The data included in this research has been collected from students of HEIs across India using a convenient sampling method. The collected data was exposed to a factor analysis using a principal component analysis (PCA) technique to reduce multiple dimensions.

The various stakeholders such as the government, HEIs and the MOOC providers have to play a crucial role in developing intellectual human assets for the nation’s growth and progression by extending flexible and cost-effective learning facilities. Education should be free to boost up the learning motivation, and hence it is the responsibility of the stakeholders to provide few courses free of cost, which will increase the rate of enrolment and student participation.

From the research, it is well understood that MOOCs are useful to keep oneself updated with the market and industry trends especially when the world is focusing on business analytics, artificial intelligence and other technologically driven topics and concepts.

The present study contributes to the growing body of evidence that MOOCs play an important role in providing flexibility in learning. In the future, if there are similar crisis, which will disrupt education, then the best alternative will be MOOC through which many stakeholders will benefit. Education should be free to boost up the learning motivation, and hence it is the responsibility of the stakeholders to provide few courses free of cost, which will increase the rate of enrolment and student participation.

Education is a service for the society which will have a long-term positive impact on improving the standard of living of the people. Hence, MOOCs can be one of the educational elements to provide learning opportunities to all age groups.

This study has explored the perception of MOOCs among the students of HEIs in India in the COVID-19 pandemic. The fresh data collected from the students is a reflection of their experiences during the COVID-19 lockdown. Indeed, it is quite surprising to know that majority of the respondents have arranged to learn during the pandemic, which shows the thirst and urge to learn. Digital technology and tools are welcomed and accepted by the student community.