Strategic Assets or Second-Class Citizens? Teaching-Focused Faculty in Business Schools

Autor/inn/en	Queenan, Carrie; Nargundkar, Satish V.
Titel	Strategic Assets or Second-Class Citizens? Teaching-Focused Faculty in Business Schools
Quelle	In: Decision Sciences Journal of Innovative Education, 21 (2023) 4, S.182-196 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Queenan, Carrie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-4595
DOI	10.1111/dsji.12293
Schlagwörter	Business Schools; Business Administration Education; College Faculty; Teacher Attitudes; Teacher Selection; Best Practices; Selection Criteria; Collegiality; Peer Acceptance + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Selection criterion; Auslesekriterium; Kollegialität
Abstract	Business schools have significantly increased the percentage of teaching-focused faculty (defined here as full-time faculty with doctorates not on the tenure track) over the last decades. However, many schools have not adequately updated their policies to support these faculty, leading some teaching-focused faculty to feel like second-class citizens. In this article, we provide a literature review of teaching-focused faculty hiring trends, challenges faced by teaching-focused faculty and the institutions that hire them, and proposed improvements to these challenges. Next, we draw from these best practices provided in the literature, as well as from first-person interviews, to share how business schools address these challenges. Specifically, we use interviews from decision makers (current and former deans) to examine how schools approach hiring and supporting teaching-focused faculty. Our study shows improved institutional support and acceptance of teaching-focused faculty over the past two decades, but with room for continued improvement. We conclude by arguing that TF faculty should be treated as strategic assets within schools in order to support collegiality, acceptance, and professional respect, while also enhancing students' learning opportunities. In doing so, we hope to start a discussion of best practices that can better equip schools to provide institutional support to teaching-focused faculty. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01