Abstract
Purpose. This quantitative causal-comparative study examined whether instructional modality (hybrid, remote, or in-person) was associated with differences in faculty engagement, faculty work-life balance, student engagement, and students’ perceived learning effectiveness in U.S. higher business education. The study aimed to provide empirical evidence to inform institutional decision-making regarding instructional delivery formats.Theoretical Framework. The study was guided by the Job Demands-Resources (JD-R) model and Self-Determination Theory (SDT). The JD-R model explains how engagement and well-being are shaped by the balance between job demands and resources, while SDT posits that engagement and learning are enhanced when autonomy, competence, and relatedness are supported.
Methodology. A quantitative causal-comparative design was employed. Data were collected through an online Qualtrics survey from 309 participants, including 92 faculty and 217 students in U.S. business programs. Faculty engagement and work-life balance were measured using adapted validated scales, while student engagement and perceived learning effectiveness were assessed using researcher-developed items. Data were analyzed using descriptive statistics, one-way ANOVA, and multiple linear regression with an alpha level of .05.
Findings. Results indicated no statistically significant differences across instructional modalities for faculty engagement, work-life balance, or perceived learning effectiveness. However, regression analysis revealed that remote instruction was associated with lower student engagement when controlling for demographic variables, while hybrid instruction did not significantly differ from in-person instruction.
Conclusions and Recommendations. Instructional modality alone is not a primary determinant of faculty or student outcomes. Instead, institutional support, instructional design, and resource alignment play a more critical role. Business schools should prioritize faculty support systems, technological infrastructure, and engagement-focused instructional strategies, particularly in remote environments. Future research should include larger, more diverse samples and longitudinal designs.