The purpose of this paper is to explore the determinants of effective teaching–learning (ETL) from students’ perspective in B-schools and build a model for the satisfaction of students of B-schools from teaching–learning processes.
The study employs the descriptive research design, and the cross-sectional data are collected through a structured questionnaire. Out of 320, 302 accurately filled questionnaires were used for the empirical analysis. The data are collected from the masters of business management (MBA) students. An exploratory factor analysis is applied to appraise factors appropriate for ETL. A confirmatory factor analysis is used to establish reliability and validity of the identified factors. Structural equation modeling (SEM) is applied to empirically test the proposed model for ETL.
The major findings of the current study are as follows: this paper identifies extracurricular activities (ECA), conducive environment (CE) and project work and practical exposure (PWPE) as the determinants of ETL in MBA Programs. These determinants have been identified individually; however, collectively authors do not find any other study that discusses them. This paper explores a suitable and apt model of ETL through the identified determinants of ETL (ECA, CE and PWPE). This is also a contribution of the paper, which has not been observed by the authors, in the literature.
The scope of the research can be enhanced to the all level of management students and colleges of all sorts can be taken.
Findings of this paper are a long-term plan with a futuristic vision. Determinants affecting ETL will help the administrators and faculty members at the MBA programs to realign their focus for the future.
This study determines three determinants (from the students’ points of view) for the effectiveness of the teaching–learning process in the management (MBA) programs. The determinants in this study are ECA, CE and PWPE. SEM is applied to test the model of ETL and to specify these three determinants (constructs). Decision makers for MBA programs can prudently use the model to bring about transformation in teaching–learning processes in business schools.
Rastogi, S., Sharma, A. and Panse, C.P. (2019), "Changing facets of higher education in management: a students’ perspective", International Journal of Educational Management, Vol. 33 No. 6, pp. 1235-1254. https://doi.org/10.1108/IJEM-07-2018-0196Download as .RIS
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