As the landscape of MBA education shifts towards work-integrated learning (WIL) models, particularly in emerging specializations, the role of faculty has come under scrutiny. Literature reveals a gap in understanding how educators can effectively transition to facilitators of WIL, which blends academic theory with practical workplace application. The current study, addresses this gap by delineating the evolving roles of faculty within WIL MBA programs and identifying the competencies required to navigate these changes. The research objective was to empirically define and quantify the new competencies and roles adopted by faculty in the context of WIL in MBA programs. The theoretical underpinning of the study is grounded in adult learning theory and the concept of andragogy, which suggests that adult learners benefit from practical, self-directed, and experiential learning strategies—principles that are foundational to WIL. Adopting a fully quantitative methodology, the study deployed a detailed survey questionnaire to a sample of 300 MBA faculty members who are actively engaged in WIL programs across various business schools. The survey assessed faculty perspectives on their roles, the challenges faced, and the competencies deemed essential for effective WIL facilitation. Data analysis was conducted using advanced statistical methods, including factor analysis to identify underlying competency constructs and structural equation modeling along with multiple regression analysis to explore the influence of these competencies on WIL outcomes. The study's findings indicate a significant shift in faculty roles from traditional lecturing to a more collaborative, mentorship-driven approach. Key competencies identified include industry engagement, adaptability to technology, and the ability to integrate academic theory with real-world practice. The unique contribution of this research lies in the development of a faculty competency model for WIL in MBA programs, which provides a structured framework for faculty development initiatives. This research contributes to the body of knowledge by offering a quantifiable understanding of faculty development needs in the context of work-integrated learning. It provides actionable insights for academic institutions to tailor professional development programs that equip faculty with the skills necessary to meet the demands of modern MBA education. The study underscores the importance of faculty readiness as a critical factor in the successful implementation of WIL, ultimately enhancing the value and relevance of MBA programs in the contemporary business environment.