Some professors are expected to remain competitive research scholars, as well as teach, particularly in research-intensive universities. It has been argued that some professors spend too much time on research to obtain institutional incentives or promotion, and not enough time on teaching. Consequently, some adjuncts assume the responsibility for teaching and might not have the time to allocate to students individually. Since the 1990s, scholars proposed that higher education move beyond the teaching versus scholarly research debate. Researchers argued that scholarship should be more broadly defined, and research- intensive universities should alter their criteria for tenure to give more weight to teaching. Studies indicated that professors and institutions agree that this ongoing debate is problematic and student learning suffers. However, the term scholarship remains elusive. To investigate the issues noted in previous research, graduate students' perceptions of professor pedagogical content knowledge, transformational teaching practices, and student deep learning were compared to determine the professor behaviors that influence deep learning in business and education programs in the United States and other countries. A survey was developed and modified from the research literature and two published surveys. The survey was administered internationally to 3,232 graduate students enrolled in business and education programs. Eleven percent of the participants responded to the survey. The respondents were obtained from two professional associations and four universities. The variable charisma, a construct of transformational teaching practices, was renamed to Student-Professor Engagement in Learning after a factor analysis was conducted. The findings revealed that pedagogical content knowledge was the strongest predictor of deep learning in graduate business and education programs, and that pedagogical content knowledge, individualized consideration, Student-Professor Engagement in Learning, and intellectual stimulation all shared positive relationships with deep learning. A significant difference existed between graduate business and education students on Student-Professor Engagement in Learning and deep learning. Overall, education students reported more positive perceptions of the variables than business students did. Further, the results indicated that non-traditional learners did not feel as strongly about individualized consideration as traditional learners, and part-time students were not as intellectually stimulated as full-time students were. Finally, it was found that age, years in program, enrollment status, gender, and parental educational attainment did not influence graduate student deep learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]