Aligning Teaching, Technology, and Faculty Development in Business Schools: A Triangulated Study on Educational Innovation and Employability

This study examines how global Business Schools (BSs) integrate teachingprac-tices, educational technologies, and faculty development within their institutional and in-structional practices, and how these relate tostudents’ employability. A mixed-methods se-quential design was applied, combining a conceptual content analysis of the official websites of the top 100 BSs in theFinancial Times Global MBA Ranking 2024–2025with an online survey completed by 614 faculty membersof the same institutions.The triangulation of qualitative and quantitative data enabled comparison between declared institutional orientations and enacted educational practices across three dimensions: Teaching Approaches (TAs), Educa-tional Technologies (ETs), and Faculty Development (FD). Results show that experiential and active learning methods, digital technologies, and professional training initiatives are widely implemented but often underrepresented in institutional communication. No signifi-cant correlation was found between perceived TA, ET, FD effectiveness and employability rates, suggesting that employment outcomes depend on external factors beyond pedagogical quality alone. The study highlights the need for Business Schools to bridge the gap between educational practice and institutional discourse by adopting transparent communication strategies and by recognizing Faculty Development as a visible driver of teaching quality and innovation.