Faculty Perceptions of Diversity and Its Impact on Postsecondary Student Success: A Case Study in a Business School

This case study investigates the way in faculty perceives the function of diversity in molding student success and institutional inclusiveness under a business school’s context. Conducting a mixed-methods survey of faculty, the study examines the question, does diverse faculty representation influence student retention, classroom engagement, and academic performance? Findings reveal robust agreement amongst faculty that diversity makes learning environments more inclusive, promotes student well-being and creates supportive mentor relationships with desirable influence to student persistence and success. The qualitative responses show the implication of culturally responsive teaching practices and inclusive faculty–student relationships, especially to underrepresented students. Although this assumes an increase in diversity initiatives, faculty respondents urge an institutional investment in mentorship programs and employment strategies that better represent the current student population. These insights drive conversations on postsecondary equity by emphasizing the impact of faculty composition on student learning outcomes. The findings offer also practical implications for institutional policy aimed at improving equity, retention, and student success through faculty diversity initiatives. Future research should incorporate student voices to build a more comprehensive understanding of faculty diversity’s impact on postsecondary student success.

Field/topic area
Labour and Demographic Economics: Mobility, Unemployment, Vacancies, and Immigrant Workers