Gender and Integration of Research into the Teaching of Business Courses: A Survey of Business Lecturers

Abstract

The extant literature has reiterated the influence of gender on several educational phenomena. However, none of these studies seem to focus on how the gender of a person influences their implementation of the research-teaching nexus. Again, none of these existing works has specifically examined the effect of gender on Business lecturers’ implementation of the research-teaching nexus. Therefore, this study focuses on unravelling how the gender of Business lecturers influences their integration of research into teaching. In seeking to investigate this phenomenon, the descriptive cross-sectional survey design was used to execute the task. The researchers used the census strategy to include all the 354 Business Education lecturers. A self-developed structured questionnaire was administered to these lecturers. In order to test for this hypothesis, a one-way MANOVA was adopted to compare the mean scores based on the gender of Business faculty in relation to their level of integration of research into their teaching. It was found out that there is no statistically significant difference in the linear combination of the levels of integration of research into the teaching of Business courses among the gender of faculty. In effect, gender has no place in the effective implementation of the research-teaching nexus within the context of Business Education. It is, therefore, recommended that male and female Business faculty members should be exposed to similar continuous professional development programmes and interventions as far as research integration into teaching is concerned based on the afore-mentioned findings. In effect, they should be exposed to similar levels of exposure and be encouraged to search for innovative ways of effectively integrating research into the teaching of Business courses.