Teaching effectiveness attributes in business schools

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dc.contributor.authorSimendinger E.
dc.contributor.authorEl-Kassar A.-N.
dc.contributor.authorGonzalez-Perez M.A.
dc.contributor.authorCrawford J.
dc.contributor.authorThomason S.
dc.contributor.authorReynet P.
dc.contributor.authorKjellander B.
dc.contributor.authorEdwards J.
dc.date.accessioned2020-12-03T19:36:23Z
dc.date.available2020-12-03T19:36:23Z
dc.date.issued2017-01-01
dc.description.abstractPurpose - Determining the attributes of effective business teachers is critical to schools as they strive to attract and retain students, assure learning, obtain and maintain reputation and accreditations, and place their alumni in the competitive job market. The purpose of this paper is to examine students and faculty perceptions of teaching effectiveness in five culturally disparate countries: Colombia, France, Lebanon, Sweden, and the USA. Design/methodology/approach - A survey was designed based on previous research complemented by an extensive literature review as well as personal communications with faculty in different international business schools. The survey considered 39 teaching attributes related to three specific dimensions: class delivery, class preparation and design, and instructional traits and personal characteristics. The survey targeted students and faculty from seven business schools located in five countries. Findings - This study offers new conceptual and analytical analyses from a cross-country comparative perspective. Rankings of the importance of perceived teaching attributes for both major groups involved in the teaching of business, faculty and students, are reported. The attributes are also ranked by teaching taxonomy and examined across countries. Practical implications - This study provides practical results that can be useful to instructors wishing to increase their teaching effectiveness and to universities considering revising their student evaluation forms. Originality/value - This study includes data collected from faculty and students from several schools located in culturally disparate countries and, thus, increases the applicability of the results in a cross-cultural manner and provides implications for practice internationally.eng
dc.identifierhttps://eafit.fundanetsuite.com/Publicaciones/ProdCientif/PublicacionFrw.aspx?id=7002
dc.identifier.doi10.1108/IJEM-05-2016-0108
dc.identifier.issn0951-354X
dc.identifier.issn1758-6518
dc.identifier.otherWOS;000407601400007
dc.identifier.otherSCOPUS;2-s2.0-85027566496
dc.identifier.urihttp://hdl.handle.net/10784/24522
dc.language.isoengeng
dc.publisherEmerald Group Publishing Ltd.
dc.relation.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85027566496&doi=10.1108%2fIJEM-05-2016-0108&partnerID=40&md5=b98eb3aa85cf28afd0f028de13821059
dc.rightshttps://v2.sherpa.ac.uk/id/publication/issn/0951-354X
dc.sourceInternational Journal of Educational Management
dc.subject.keywordCross-culturaleng
dc.subject.keywordTeaching effectivenesseng
dc.subject.keywordPersonality characteristicseng
dc.subject.keywordClass deliveryeng
dc.subject.keywordClass preparationeng
dc.subject.keywordInstructor traitseng
dc.titleTeaching effectiveness attributes in business schoolseng
dc.typeinfo:eu-repo/semantics/articleeng
dc.typearticleeng
dc.typeinfo:eu-repo/semantics/publishedVersioneng
dc.typepublishedVersioneng
dc.type.localArtículospa

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