The importance level of ten teaching/learning techniques as rated by university business students and instructors

Abstract

Four active‐like (A‐like) and six passive‐like (P‐like) business teaching/learning techniques are described. It is proposed that students enrolled and faculty teaching in the international business (INTB), marketing (MKT), and management (MAN) business concentrations would rate the A‐like techniques higher than students enrolled and faculty teaching in the management information systems (MIS), finance (FIN), and accounting (ACC) business concentrations. And that students enrolled and faculty teaching in the MIS, FIN, and ACC concentrations would rate the P‐like techniques higher than the students and faculty in the INTB, MKT, and MAN concentrations. Using a survey questionnaire, upper undergraduate and MBA university business students and faculty were asked to indicate the importance level for each technique. Students' ratings do not support the proposition in nine techniques and the faculty ratings do not support it in eight. The conclusion is that the study at least provides a framework that can aid instructors in understanding that different students prefer and different situations require different instructional techniques.