Exploring Teaching Effectiveness and Research on Teaching and Learning at AACSB Accredited Business Schools in Canada and the US

Autor/inn/en	Siddiqui, Sanobar; Lento, Camillo
Titel	Exploring Teaching Effectiveness and Research on Teaching and Learning at AACSB Accredited Business Schools in Canada and the US
Quelle	In: International Journal of Educational Management, 36 (2022) 4, S.576-592 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siddiqui, Sanobar) ORCID (Lento, Camillo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-12-2021-0462
Schlagwörter	Business Schools; Standards; Professional Associations; Instructional Effectiveness; Outcomes of Education; Educational Policy; Policy Analysis; Tenure; Teaching Methods; Learning Processes; Teacher Evaluation; College Faculty; Doctoral Degrees; Expertise; Evidence Based Practice; Foreign Countries; Canada; United States + Suchen Sie Ihr Suchwort? Standard; Unterrichtserfolg; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Politikfeldanalyse; Amtszeit; Beschäftigungsdauer; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teacher appraisal; Lehrerbeurteilung; Fakultät; Doctoral degree; Doktorgrad; Expert appraisal; Ausland; Kanada; USA
Abstract	Purpose: This study explores the implementation of two Association to Advance Collegiate Schools of Business (AACSB) standards by business schools across Canada and the US. First, this study examines how teaching effectiveness is defined and measured in light of Standard 7 (Teaching Effectiveness and Impact). Second, this study explores the value of research on teaching and learning in relation to Standard 8 (Impact of Scholarship). Design/methodology/approach: This study adopts a thematic analysis framework based on data obtained from an online survey, semi-structured interviews, and policy documents. Findings: The results reveal that business schools rarely define teaching effectiveness; instead, they adopt various measures to evaluate teaching effectiveness. The results reveal that research on teaching and learning alone usually does not lead to tenure; however, it is valued if part of a portfolio that includes discipline-specific research. Lastly, this research highlights a stigma associated with research on teaching and learning relative to discipline-specific research. Practical implications: This study introduces a comprehensive and integrated teaching evaluation framework that can be adopted to define teaching effectiveness and elevate the teaching function. In addition, the authors argue that business schools should nurture a niche set of academics that holds PhDs in their respective disciplines and are education experts to increase the production of research-informed instructional strategies curated for business schools. Originality/value: This is the first study to explore how AACSB standards related to teaching effectiveness and research on teaching and learning are interpreted and implemented at AACSB accredited business schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01