Impact of pedagogical changes in management education post-COVID-19: a comparison study

In this research, we seek to explore the impact of the shift in pedagogy for management education from a conventional setting to a virtual learning mode. We aim to develop and validate a virtual learning outcome measurement scale to measure the perceptions of current and recent management students on different aspects of learning intake and learning outcomes in a virtual setting as compared to a completely classroom-based environment. We have developed and validated a 12-item scale that has been drafted with the support of prior literature, followed by two Focused Group Discussions (FGDs) (n = 4). We performed exploratory factor analysis (EFA) on the responses gathered to understand if our variables are interrelated and whether they could be grouped into clusters. The three identified constructs of the scale namely “Acquisition of Knowledge, Retention of Knowledge, and Application of Knowledge” have been supported by exploratory factor analysis (CFA) and structural modelling using confirmatory factor analysis (n = 104). Measurement of learning outcomes using this scale can be used to develop better learning interventions for management students. The study further can also be extended and generalizable to other higher education domains.