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Determinants and outcomes of faculty consulting from management teachers’ perspective

Determinants and outcomes of faculty consulting from management teachers’ perspective PurposeThe purpose of this paper is to explore the major determinants that influence the management teachers to practice management consulting. The second objective of this research is to understand how the experience in management consultancy leads to value addition in their class room teaching.Design/methodology/approachTo address the first research objective, focus group discussions were conducted with management teachers practicing consultancy. These results were used to generate items for the questionnaire. Factor analysis performed on the data revealed six determinants influencing management teachers to engage in consulting activity. To address the second research objective, focus group discussions with MBA graduates were used to comprehend how teachers with management consulting experience enrich the pedagogy.FindingsThe major findings of the study suggest that the determinants influencing management teachers to practice consulting are: improving competencies, furthering professional advancement, accruing strategic and financial benefit, enabling holistic development. Through study 2, the authors found out that management teachers add value in pedagogy by forging corporate world connection through real-time examples, enable critical thinking by breaking established paradigms, effective classroom delivery through storytelling, etc., and lending student support by assuming a mentor’s role.Practical implicationsThis study found that faculty consulting reduces the perceived gap between the industry and academia and it also leads to effective class room teaching.Originality/valueThe study is the first attempt to empirically test the determinants influencing management teachers to practice consultancy services and qualitatively assess how the consultancy experience enriches the in-class performance. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Determinants and outcomes of faculty consulting from management teachers’ perspective

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2050-7003
DOI
10.1108/JARHE-01-2016-0002
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to explore the major determinants that influence the management teachers to practice management consulting. The second objective of this research is to understand how the experience in management consultancy leads to value addition in their class room teaching.Design/methodology/approachTo address the first research objective, focus group discussions were conducted with management teachers practicing consultancy. These results were used to generate items for the questionnaire. Factor analysis performed on the data revealed six determinants influencing management teachers to engage in consulting activity. To address the second research objective, focus group discussions with MBA graduates were used to comprehend how teachers with management consulting experience enrich the pedagogy.FindingsThe major findings of the study suggest that the determinants influencing management teachers to practice consulting are: improving competencies, furthering professional advancement, accruing strategic and financial benefit, enabling holistic development. Through study 2, the authors found out that management teachers add value in pedagogy by forging corporate world connection through real-time examples, enable critical thinking by breaking established paradigms, effective classroom delivery through storytelling, etc., and lending student support by assuming a mentor’s role.Practical implicationsThis study found that faculty consulting reduces the perceived gap between the industry and academia and it also leads to effective class room teaching.Originality/valueThe study is the first attempt to empirically test the determinants influencing management teachers to practice consultancy services and qualitatively assess how the consultancy experience enriches the in-class performance.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Apr 10, 2017

References