Faculty Expertise and Professional Practices as Predictors of Student Engagement: A Multi-Component Analysis in Business Education
DOI:
https://doi.org/10.5281/zenodo.20394717Keywords:
Faculty Expertise, Professional Practices, Student Engagement, Subject Matter Knowledge, Industry Experience, Teaching Skills, Teaching Methods, Openness to Feedback, Professional Development, Critical Thinking, Student Participation, Learning Experience, Social InteractionAbstract
This research aims to analyze the influence of faculty expertise and their professional practices on students' engagement in a business course. The framework used for this analysis was based on Bandura's Theory of Social Learning and Shulman's Model of Pedagogical Content Knowledge; furthermore, the dimensions of student engagement that were analyzed included; participation, learning and teaching experiences, interaction with peers, and retention. For this quantitative, descriptive, predictive study, 251 undergraduate business students were included in the sampling from an institution in Cebu, Philippines. A validated survey instrument was developed to collect the data with a high degree of reliability (Cronbach's α = 0.88–0.91). The relationships of faculty attributes with turn key status of facilities were defined through application of descriptive measures, Spearman correlation and multiple regression. The results indicate that various aspects of university teachers were rated high to very high. These include expertise (subject matter knowledge, industry experience and teaching skills) and professional practices (teaching methods, receptiveness to feedback, professional development and facilitation of critical thinking). As per the correlation analysis results, it can be seen that these faculty items are strongly positive and significantly correlated with all these student engagement dimensions (ρ = 0.818–0.964, p <. 001). According to regression analyses, one of the strongest predictors is critical thinking as is evident for participation engagement, learning experience and retention after accounting for a range of professional development and industry experience in the models. According to the study, a faculty is not only a knowledge provider but also a darn good motivator and engager of students. The study findings indicate that business schools can improve the quality of education through purposeful investment in faculty development and more adaptive and dynamic teaching practices that better prepare student for the professional world.
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