Abstract
Purpose While many business schools use large classes for the sake of efficiency, faculty and students tend to perceive large classes as an impediment to learning. Although class size is a contested issue, research on its impact is inconclusive, mainly focusing on academic performance outcomes such as test scores and does not address classroom dynamics. This study aims to expand the focus of class size research to include classroom dynamics and subjective educational outcomes (e.g. student learning outcomes and satisfaction). Design/methodology/approach Using Finn et al.’s (2003) theoretical framework and research conducted in introductory business classes, this study investigates how student academic and social engagement influence educational outcomes in different class sizes. Findings Results highlight the critical role that student involvement and teacher interaction play on student success and student satisfaction regardless of class sizes. In addition, the results indicate that students perceive lower levels of teacher interaction and satisfaction in larger classes. Originality/value This study applies Finn’s framework of student engagement in the classroom to understand the dynamics of class size in business education. The results reveal the influential roles of academic and social engagements on educational outcomes. Practical strategies are offered to improve learning outcomes and student satisfaction in large classes.
Highlights
According to the 2017 Inside Higher Ed Survey, 71% of 409 chief business officers agreed that higher education institutions were facing significant financial difficulties (Jaschik, 2017)
The results reveal that student involvement (b 2 = 0.176, p < 0.000), student class participation (b 3 = 0.254, p < 0.000), student interaction with classmates (b 4 = 0.262, p < 0.000), student perception of teacher encouragement (b 5 = 0.173, p < 0.013) and teacher supportiveness (b 6 = 0.131, p < 0.042) influenced perceived learning outcome of communication skills
What educational outcomes do schools expect for students? If, for example, student satisfaction is the key educational outcome, our study suggests that large class sizes should not be used
Summary
According to the 2017 Inside Higher Ed Survey, 71% of 409 chief business officers agreed that higher education institutions were facing significant financial difficulties (Jaschik, 2017). Many business schools use large classes to address the challenges of shrinking resources. Large classes may enable institutions to deploy faculty more efficiently and accommodate more students, especially when it is not feasible to expand facilities or increase hiring (Guseman, 1985). Large class size is a contested issue for. This article is published under the Creative Commons Attribution
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