Recipes or ingredients? a study of teaching quality of business faculty members

Abstract

Realizing the advantage of a set-theoretic approach to business research, this study employs a fuzzy-set qualitative comparative analysis (fsQCA) to configure the roles of signal quality - consistency, clarity, and credibility - and teaching investment in the teaching quality of MBA faculty members. The findings produced by SEM and fsQCA, based on a sample of 342 MBA students in Ho Chi Minh City, reveal that signal quality and teaching investment play their role in enhancing teaching quality of faculty members. The roles of these factors however are not the same from the results provided by the two methods of analysis - SEM and fsQCA - which suggest a configuration of these factors (i.e., the recipe) is more important that the individual factors (i.e., the ingredients).