Impact of Digital Capabilities on MBA Teaching Effectiveness

Thesis Abstract

The rapid digitization of higher education has transformed MBA teaching environments, yet the extent to which digital capabilities influence instructional effectiveness remains contested amid diverse institutional contexts and instructional modalities. This study investigates how digital capabilities—encompassing digital literacy, digital pedagogical skills, digital infrastructure, and data-driven decision-making—affect MBA teaching effectiveness in contemporary business schools facing hybrid and online delivery demands. The aim is to quantify the relationship between digital capabilities of instructors and perceived as well as observed teaching effectiveness, and to identify mediating and moderating factors that enhance or dampen this relationship. Specific objectives are (1) to measure MBA instructors’ digital capabilities across four dimensions; (2) to assess MBA teaching effectiveness from student evaluations, peer reviews, and learning outcomes; (3) to examine the direct effect of digital capabilities on teaching effectiveness; (4) to explore mediating roles of instructional design quality, student engagement, and assessment alignment; and (5) to analyze moderating effects of institutional support, access to digital infrastructure, and prior training on the digital capability–teaching effectiveness link. The study adopts a cross-sectional, mixed-methods design conducted across ten accredited business schools in a national tertiary education system. The population comprises full-time MBA instructors (n ? 320) and their MBA cohorts (n ? 4,800) who experienced both face-to-face and digital-enabled instruction in the preceding two academic years. A stratified random sample of 180 instructors will be invited to complete a validated survey measuring digital capabilities, instructional design quality, student engagement, and perceived teaching effectiveness. Student evaluation data (n ? 1,800 course surveys), course learning outcomes, and institutional performance metrics (e.g., pass rates, course completion) will be collected for triangulation. In-depth interviews will be conducted with 25–30 instructors and 15–20 administrative staff to explore contextual factors and mechanisms. Data collection instruments will include a Digital Capabilities for MBA Instructors Scale (DCMIS) developed for this study, the Teaching Effectiveness Inventory (TEI), and a course-level data template. Quantitative analysis will employ structural equation modeling (SEM) to test direct and indirect effects of digital capabilities on teaching effectiveness, with model fit assessed using CFI, TLI, RMSEA, and SRMR. Regression analyses will identify the strength and significance of relationships, while multi-group SEM will examine potential moderation by institutional variables. Mediation will be tested via bootstrap estimates (5,000 resamples) to evaluate indirect effects through instructional design quality and student engagement. Qualitative data will be analyzed using thematic analysis, following a deductive–inductive approach, to triangulate survey findings and reveal nuanced mechanisms, with coding conducted by two independent researchers and intercoder reliability assessed (Cohen’s kappa). Expected findings include a positive and significant direct effect of digital capabilities on teaching effectiveness, strengthened by higher-quality instructional design and elevated student engagement. It is anticipated that institutional support and robust digital infrastructure will moderate this relationship, such that the effect is stronger in environments with comprehensive professional development, continuous IT support, and favorable policy ecosystems. The study will also identify critical gaps in digital readiness among instructors, particularly in data-driven assessment practices and advanced analytics for pedagogy. Contribution to knowledge includes bridging the gap between digital capability frameworks and empirically measured teaching effectiveness in MBA programs, offering a validated instrument for assessing instructors’ digital capabilities in business education, and providing evidence-based guidance for policy-makers and deans on scaling digital competencies and targeted faculty development. The practical implications emphasize sustaining high teaching quality in hybrid MBA programs through structured digital capability enhancement, data-informed pedagogy, and investment in scalable digital infrastructure. The study concludes that investment in comprehensive digital capability development for MBA instructors yields measurable improvements in teaching effectiveness, particularly when coupled with robust instructional design and active student engagement strategies. Recommendations include the adoption of continuous professional development focused on digital pedagogy, systematic integration of data analytics into course design and assessment, and the creation of institution-wide support ecosystems that align technology, pedagogy, and governance to sustain quality MBA education in digital and hybrid learning environments.