Congruence between course modality and professor communication: A study of pedagogical impact using sales techniques

Purpose of the Study: Given the similarities between influencing others when teaching and when selling, this work explores student perceptions of selling techniques used by professors. This work investigates faculty instructional methods informed by the prospecting and follow-up sales process’s steps to positively affect student perceptions, and to attract and retain students in online and traditional formats. Selling efforts are developed, described, and examined to see how prospecting and follow-up can be used to increase course learning, retention, and subsequent course enrollment.Method/Design and Sample: The study used a 2 (Professor Communication Type: Face-to-face vs. Virtual) by 2 (Selling Stage: Prospecting vs. Follow-up) within subjects experimental design with a third between subjects factor measuring Student Modality Type (Online vs. Ground). Student modality refers to the students’ preference for online or in-person classes. 274 completed surveys were collected from online and traditional business school students from two large U.S. universities in the southeast.Results: The results suggest that applying steps of the sales process in the classroom positively impacts student perceptions relating to instructor responsiveness, pedagogical affect, and likelihood to enroll. These findings endure across course formats, before or during a class, and virtually or in-person. Importantly, we find if faculty match their communication methods (Face to face vs. Virtual) to the course modality type (Ground vs. Online) there is higher pedagogical affect from the sales techniques utilized.