Andragogical Insights: Influence of Academic and Support Faculty on Management Graduate Students’ Success

This study aimed to analyse how the Academic and Support Faculties perceive the performance of Management School graduate students. A qualitative study design was embraced to examine the perceptions of Academic and Support Faculties on various aspects of teaching and learning. Results revealed variation with regard to teaching-learning processes held by faculty members. Other members of the faculties appeared content with status quo andragogy methods, yet some urged the inclusion of more interactive and participatory teaching methods. Additionally, respondents emphasised the necessity to focus on student performance and offer essential support to enable them to achieve academic objectives. Based on these results, it has been proposed that the institution (AC) should incorporate greater elements of active teaching in its graduate programs, including problem-based learning, case studies, and simulations. This integration is expected to create parity between student expectations and needs, which subsequently facilitates overall learning among graduate students.