M-Learning in Higher Education: Exploring the Gender Based Faculty Performance of Business Schools in Pakistan

Authors

  • Salman Manzoor Karachi University Business School, University of Karachi
  • Samiullah Sarwar University of Loralai, Loralai Balochistan https://orcid.org/0000-0003-3814-5865
  • Muhammad Asim Karachi University Business School, University of Karachi

DOI:

https://doi.org/10.46568/pjgs.v20i1.428

Keywords:

Gender Difference, Faculty Performance, Mobile Learning, Higher Education, Business Education

Abstract

This study aims to observe the influence of inclusion of mobile learning in Business Schools on students’ performance and gender based faculty members’ performance in business schools in Karachi, Pakistan. The functions offered in mobile phones include the access to information of real-time, medium of communication, and host of affordances. Nevertheless, along with the opportunities and incentives the mobile devices carry opportunities for students to involve in academic dishonesty, deviation and distraction from the assigned tasks. By employing quantitative research method, this study tends to conduct an experiment to explore if faculty members in business schools perform differently based on their different genders with the inclusion of mobile learning. The result of the study reveals no difference between the performance of male and female faculty members with the inclusion of mobile learning by implementing the Google Class into their regular classes. Therefore, this study recommends the academic leaders, curriculum designers, and educationists in the field of business education to pay attention on the inclusion of mobile learning, as it is equally beneficial to students and faculty members regardless of their different genders.

Downloads

Published

2020-03-08

How to Cite

Manzoor, S., Sarwar, S., & Asim, M. (2020). M-Learning in Higher Education: Exploring the Gender Based Faculty Performance of Business Schools in Pakistan. Pakistan Journal of Gender Studies, 20(1), 195–210. https://doi.org/10.46568/pjgs.v20i1.428

Issue

Section

Articles