Faculty publications and students’ recognition: business school education in Japan

Purpose This study discovers the faculty members’ publication incentive and the student’s willingness to learn and cooperate with faculty to gain project experience. The research further discusses the special tutorial structured seminar class in Japanese university and how it could efficiently introduce more project-based training to students. Design/methodology/approach The research uses quantitative methods and analysis. The multiple regression, ordinary least square (OLS) method is used to understand the association between the faculty publication outcomes and the student’s recognition. Then, logit regression is used to confirm our finding using the OLS method and with the variable measurement changes. Findings The incentive of business students to explore the econometric methods and project experience becomes very strong under the background of more businesses and firms using models to explain consumer behaviours and consumption patterns in Japan. The higher faculty member’s publication outcomes could increase student recognition and enrolment competition. First authorship contributes prominently to recognition. Such results show the importance of research for faculty members and remind seminar class instructors that students’ participation in academic research motivates them to learn. Finally, we propose that collaboration between faculty and students in research efficiently improves student satisfaction and contributes to university recognition. Originality/value Unlike most past education research involving surveys, this research uses public information and more general data to be objective and avoid sampling bias. The research further discusses the efficient pedagogies of delivering econometrics to business students who are less involved in math.