Almost a third of the population in the United States is presently engaged in some form of eldercare, spending an average of 20 hours per week over a span of roughly five to 18 years (Smith, 2004). This burden falls most heavily on women (Bookman and Harrington, 2007), although responsibilities seem to be increasing for men (Barrah, Baltes, Shultz and Stolz, 2004). In addition to their eldercare duties, two-thirds of caregivers are employed, which may create conflict between the two roles. Indeed, surveys by MetLife (1997; 2006) indicate that productivity losses in the workplace due to eldercare responsibilities seem to be significant and growing.
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.
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