A Cross-Cultural Thematic Analysis of the ‘First-Day Teaching Pedagogy’ of Business Studies Discipline in Higher Education

Authors

  • Kolluru Mythili College of Banking and Financial Studies
  • Rajhans Kirti NICMAR University, Pune, 25/1, Balewadi, Pune
  • Dewitt Sunita Coventry University

DOI:

https://doi.org/10.16920/jeet/2026/v39is2/26055

Keywords:

Innovative Pedagogy, Active Learning, Higher Education, Student Engagement

Abstract

Teaching strategies and learning environment are key components in higher education. Academic staff (professors) are drivers in ensuring that students have an engaging learning experience. This study aims to explore professors' perspectives on first-day teaching pedagogies and their importance and relevance. The research focuses on region and nationality-specific aspects, demographic influences, and the professor's teaching experiences in selecting pedagogical approaches and engaging students. A qualitative methodology was selected, and 61 professors were interviewed across various countries and universities, therefore providing a cross-cultural perspective to this study. Thematic analysis provided insight into the diverse nature of first-day teaching and answered the ‘what and why’ questions regarding the pedagogies used. This study is unique in that it provides a macro- and micro-level mapping, demonstrating the layered and complex nature of first-day teaching approaches and the need to understand that an ecosystem of pedagogies exists to enhance student engagement.

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Published

2026-02-17

How to Cite

Mythili, K., Kirti, R., & Sunita, D. (2026). A Cross-Cultural Thematic Analysis of the ‘First-Day Teaching Pedagogy’ of Business Studies Discipline in Higher Education. Journal of Engineering Education Transformations, 39(Special Issue 2), 459–471. https://doi.org/10.16920/jeet/2026/v39is2/26055

Issue

Volume 39, Special Issue 2, January 2026

Section

Articles
Crossref
Scopus
Google Scholar
Europe PMC

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