Teaching effectiveness attributes in business schools

2017 ◽  
Vol 31 (6) ◽  
pp. 780-800
Author(s):  
Earl Simendinger ◽  
Abdul-Nasser El-Kassar ◽  
Maria Alejandra Gonzalez-Perez ◽  
John Crawford ◽  
Stephanie Thomason ◽  
...  
Keyword(s):  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Business Schools ◽  
Faculty Perceptions ◽  
Personal Characteristics ◽  
Extensive Literature ◽  
Personal Communications ◽  
Content Type ◽  
Business Teachers ◽  
The Usa

Purpose 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.

The effect of insufficient effort responding on the validity of student evaluation of teaching

2019 ◽  
Vol 11 (3) ◽  
pp. 604-615
Author(s):  
Mahmoud AlQuraan
Keyword(s):  
Higher Education ◽  
Construct Validity ◽  
Teaching Effectiveness ◽  
Detection Method ◽  
Student Evaluation ◽  
Principal Component ◽  
Data Sets ◽  
Factorial Validity ◽  
Content Type ◽  
Before And After

Purpose The purpose of this paper is to investigate the effect of insufficient effort responding (IER) on construct validity of student evaluations of teaching (SET) in higher education. Design/methodology/approach A total of 13,340 SET surveys collected by a major Jordanian university to assess teaching effectiveness were analyzed in this study. The detection method was used to detect IER, and the construct (factorial) validity was assessed using confirmatory factor analysis (CFA) and principal component analysis (PCA) before and after removing detected IER. Findings The results of this study show that 2,160 SET surveys were flagged as insufficient effort responses out of 13,340 surveys. This figure represents 16.2 percent of the sample. Moreover, the results of CFA and PCA show that removing detected IER statistically enhanced the construct (factorial) validity of the SET survey. Research limitations/implications Since IER responses are often ignored by researchers and practitioners in industrial and organizational psychology (Liu et al., 2013), the results of this study strongly suggest that higher education administrations should give the necessary attention to IER responses, as SET results are used in making critical decisions Practical implications The results of the current study recommend universities to carefully design online SET surveys, and provide the students with clear instructions in order to minimize students’ engagement in IER. Moreover, since SET results are used in making critical decisions, higher education administrations should give the necessary attention to IER by examining the IERs rate in their data sets and its consequences on the data quality. Originality/value Reviewing the related literature shows that this is the first study that investigates the effect of IER on construct validity of SET in higher education using an IRT-based detection method.

scholarly journals Makerspaces: a beneficial new service for academic libraries?

2017 ◽  
Vol 66 (4/5) ◽  
pp. 201-212 ◽  
Author(s):  
Robert Curry
Keyword(s):  
Academic Library ◽  
Field Work ◽  
Original Research ◽  
Library Services ◽  
Extensive Literature ◽  
Learning Space ◽  
Content Type ◽  
Template Analysis ◽  
The Usa ◽  
The One

Purpose The purpose of this paper is to start exploring the possibilities for makerspaces to function as a new learning space within academic library services in higher education (HE). This original research study ask two key questions: How is learning achieved and supported in makerspaces? What can academic library services bring to the effective organisation and support of makerspaces? Design/methodology/approach An extensive literature review is followed by a template analysis (King, 2012) of data from an online forum of three professionals operating makerspaces in academic library services in the USA and a discussion incorporating relevant educational theory and philosophy. Findings The three overarching learning themes found were: experiential learning (Dewey, 1909; Kolb, 1984), communities of practice (Lave and Wenger, 1991) and self-efficacy through social learning (Bandura, 1997). Research limitations/implications The one-week forum of three professional library staff provided detailed and informative data. Substantial field work with students will also be required to see how far this professional lens has provided insight into how students are learning and supported in these and other makerspaces. Social implications The wider cultural implications are examined, including the potential social value of makerspaces as transformative creative spaces empowering communities and individuals. Originality/value This is the first study to date on the potential educational value of makerspaces within HE, and the specific support academic library services can offer if they choose to host a makerspace (including teaching information, digital and critical literacies).

scholarly journals Reforming the MBA: a survey of elite British universities

2018 ◽  
Vol 37 (5) ◽  
pp. 397-408
Author(s):  
David William Stoten
Keyword(s):  
Business Schools ◽  
The Body ◽  
Senior Managers ◽  
Web Based ◽  
Content Type ◽  
Mba Students ◽  
Management Positions ◽  
The Usa ◽  
Fit For Purpose ◽  
The Uk

PurposeThe purpose of this paper is to explore the response of British business schools to criticism levied against the MBA.Design/methodology/approachThe content of elite British MBAs was surveyed using web-based research. This followed the approach adopted by Navarro (2008) in his analysis of MBA curricula in the USA.FindingsThe findings suggest that there is significant innovation and diversity within British business schools as they search for more effective ways of preparing MBA students for senior management positions.Research limitations/implicationsThis survey was limited by the sample size of the top-10 MBAs in the UK. The results do provide an insight into the curriculum development that is occurring within elite institutions.Practical implicationsThis paper not only refutes much of the criticism of the MBA but also provides evidence of the evolution of the degree.Originality/valueThis paper contributes to the body of research relating to the MBA as the premier qualification for senior managers. It details the progress made in the UK in making the degree fit for purpose.

scholarly journals Everyday sadism in the business area

2019 ◽  
Vol 55 (3) ◽  
pp. 393-408
Author(s):  
Alan Diógenes Góis ◽  
Gerlando Augusto Sampaio Franco de Lima ◽  
Marcia Martins Mendes De Luca
Keyword(s):  
Predictive Factors ◽  
Design Methodology ◽  
Business Schools ◽  
Sociodemographic Factors ◽  
Content Type ◽  
Postgraduate Students ◽  
Business Area ◽  
The Usa ◽  
Experience Education ◽  
Practical Implications

Purpose The purpose of this study is to identify sociodemographic factors that are predictive of the level of everyday sadism (SAD) in the business area. Design/methodology/approach A survey was conducted on 424 graduate and postgraduate students from business schools in Brazil and the USA. SAD was quantified by the assessment of sadistic personality proposed by Plouffe Saklofske and Smith (2017). The variables included age, gender, managing experience, education and nationality. Findings The average level of SAD was low. SAD was negatively associated with gender, age and nationality and positively associated with managing experience and education. Practical implications As individuals ascend professionally and academically, they display higher levels of everyday sadism. Depending on the context, dark personalities can cause either benefit or harm to the company's business and to society. However, the literature shows that seeking pleasure and dominance with no regard for consequences affects the business area directly or indirectly. Originality/value Very few studies have addressed everyday sadism in the business area, let alone evaluated predictive factors and discussed possible implications.

The politics of margin squeeze in telecommunications: diverging paths of the US and EU

Info ◽  
2015 ◽  
Vol 17 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Fuat Oğuz
Keyword(s):  
Competition Policy ◽  
Design Methodology ◽  
Case Law ◽  
Extensive Literature ◽  
The European Union ◽  
Content Type ◽  
Socialist Calculation Debate ◽  
The Us ◽  
The Usa

Purpose – This paper aims to study the historical origins of margin squeeze cases in the USA and Europe. Design/methodology/approach – The author compares and contrasts major margin squeeze investigations in the USA and the European Union (EU) in terms of the role of efficiency and fairness and shows their roots in the socialist calculation debate of the 1940s. Findings – It was found that the USA and EU diverge in their approaches towards margin squeeze claims. While the USA case law focuses more on efficiency, the European Commission makes decisions based more on fairness and “protection of rivals”. This shows that political and ideological preferences influence legal decision-making. Research limitations/implications – The paper is limited to major cases in telecommunications. It leaves aside cases in other areas. Thus, the author cautions that the generalization of the findings of the paper to all margin squeeze cases, or competition policy in general, may be difficult. Originality/value – While there is extensive literature on margin squeeze cases in the USA and EU, there is little work on the historical and ideological connections. The paper contributes to the literature by drawing attention to political influences over technical decisions.

Positive development and assessment

2014 ◽  
Vol 3 (1) ◽  
pp. 4-22 ◽  
Author(s):  
Janis Lynn Birkeland
Keyword(s):  
Sustainable Development ◽  
Assessment Tools ◽  
Positive Development ◽  
Extensive Literature ◽  
Design Development ◽  
Content Type ◽  
Management Processes ◽  
The Usa ◽  
Development Assessment ◽  
Business As Usual

Purpose – There has been a tendency in sustainability science to be passive. The purpose of this paper is to introduce an alternative positive framework for a more active and direct approach to sustainable design and assessment that de-couples environmental impacts and economic growth. Design/methodology/approach – This paper deconstructs some systemic gaps that are critical to sustainability in built environment management processes and tools, and reframes negative “sustainable” decision making and assessment frameworks into their positive counterparts. In particular, it addresses the omission of ecology, design and ethics in development assessment. Findings – Development can be designed to provide ecological gains and surplus “eco-services,” but assessment tools and processes favor business-as-usual. Despite the tenacity of the dominant paradigm (DP) in sustainable development institutionalized by the Brundtland Report over 25 years ago, these omissions are easily corrected. Research limitations/implications – The limitation is that the author was unable to find exceptions to the omissions cited here in the extensive literature on urban planning and building assessment tools. However, exceptions prove the rule. The implication is that it is not too late for eco-positive retrofitting of cities to increase natural and social capital. The solutions are just as applicable in places like China and India as the USA, as they pay for themselves. Originality/value – Positive development (PD) is a fundamental paradigm shift that reverses the negative models, methods and metrics of the DP of sustainable development. This paper provides an example of how existing “negative” concepts and practices can be converted into positive ones through a PD prism. Through a new form of bio-physical design, development can be a sustainability solution.

Manager stimulation of employee self-regulated learning

2017 ◽  
Vol 49 (5) ◽  
pp. 205-212 ◽  
Author(s):  
Paul Lyons ◽  
Randall P. Bandura
Keyword(s):  
Employee Engagement ◽  
Team Building ◽  
Personal Characteristics ◽  
Job Skills ◽  
Extensive Literature ◽  
Content Type ◽  
Self Regulated Learning ◽  
Development Tool ◽  
Regulated Learning ◽  
Stimulation Of

Purpose The purpose of this paper is to explore the potential benefits of integrating self-regulated learning with skill charting, a training and development tool. The following areas are examined: manager-as-coach, self-regulated learning, and skill development through skill charting. Design/methodology/approach This discussion of manager stimulation through the integration of self-regulated learning and skill charting is based on an extensive literature review of recent research as well as that done by the authors. Findings There are many practical opportunities for managers to enhance self-regulated learning of employees using skill charting. Because self-regulated learners tend to reflect a growth mindset they are more likely to engage in performance improvement, change and innovation. These personal characteristics are highly valued by most managers as they may provide a competitive advantage for organizations. Managers, acting as coaches with individuals or small groups, can be instrumental in helping employees to internalize self-regulating learning practices at the same time the employees participate in learning important job skills. The approach offered here also encourages team-building skills, knowledge acquisition, and employee engagement. Originality/value This fresh look at an integration of self-regulated learning with the skill-charting approach offers specific, practical suggestions for manager stimulation of self-regulated learning.

Evaluating the validity of Student Evaluation of Teaching Effectiveness (SET) in India

2015 ◽  
Vol 57 (6) ◽  
pp. 623-638 ◽  
Author(s):  
Sanjiv Mittal ◽  
Rajat Gera ◽  
Dharminder Kumar Batra
Keyword(s):  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Emerging Market ◽  
Two Dimensions ◽  
Cross Cultural ◽  
Student Evaluation Of Teaching ◽  
Content Type ◽  
Evaluation Of Teaching ◽  
Relationship Of ◽  
Indian Students

Purpose – There is a debate in literature about the generalizability of the structure and the validity of the measures of Student Evaluation of Teaching Effectiveness (SET). This debate spans the dimensionality and validity of the construct, and the use of the measure for summative and formative purposes of teachers valuation and feedback. The purpose of this paper is to contribute to the debate on the aforementioned issues. Specifically the paper tests the relationship of teacher’s “charisma” trait with a measure of SET consisting of the two dimensions of “lecturer ability” and “module attributes.” The market characteristics of the paper are those of an emerging market and cross-cultural context with a specific reference to India. Design/methodology/approach – In this study, a two-dimensional scale of SET, which was originally developed by Shevlin et al. (2000) in their study in the UK, was empirically tested with Indian students and modified. Empirical data were collected from Indian students pursuing their MBA program in a north Indian university and statistical testing using exploratory and confirmatory factor analyses was undertaken. The proposed relationship of a teacher’s “charisma” trait was tested as a reflective construct comprising of the two dimensions of SET with the help of the software package Amos ver 4.0. Findings – The results indicate that the measure of SET is influenced by the teacher’s “Charisma” (trait), thus providing evidence of a halo effect. This raises the issue of validity of SET as an instrument for measuring teaching effectiveness (TE). The results provide support to the hypothesis that structure of SET is multidimensional along with the need for adapting the instrument in diverse cultural and market contexts. Originality/value – This study contributes to the debate on the validity, structure and use of SET as an instrument for measuring TE in a developing market with cross-cultural implications such as India.

Female business faculty attrition: paths through the labyrinth

2014 ◽  
Vol 33 (4) ◽  
pp. 372-383 ◽  
Author(s):  
Amy Klemm Verbos ◽  
De Vee E. Dykstra
Keyword(s):  
Gender Equity ◽  
Business Schools ◽  
Faculty Perceptions ◽  
Critical Mass ◽  
Faculty Retention ◽  
Female Faculty ◽  
Business Faculty ◽  
Content Type ◽  
Study Approach ◽  
Career Opportunities

Purpose – The purpose of this paper is to explore female business faculty perceptions about attrition from a business school to uncover factors that might assist in female faculty retention in business schools. Design/methodology/approach – Using a qualitative study approach and guided by past literature, the paper systematically analyses open-ended responses to interview questions and notes emergent themes. Findings – The major themes that emerged as factors leading to attrition: first, an exclusionary and managerialist culture which marginalized and demoralized women; second, curtailed career opportunities, including a lack of gender equity in promotion and tenure; third, poor leadership; and fourth, break up of a critical mass of women. The factors then that might assist in female faculty retention are a critical mass of women, gender equity, inclusive, collaborative cultures, psychological safety, and ethical leadership. The career patterns of the women indicated that a labyrinth is an apt metaphor for their career paths. Research limitations/implications – This research examines just one school from the perspective of women who left. It holds promise as the basis for future studies across business schools and to faculty within business schools to determine whether the emergent themes hold across schools. Originality/value – This study examines women in business academe through the attraction-selection-attrition framework and by extending the labyrinth career metaphor to an academic setting. The paper also provides a conceptual model of female faculty retention.

Integrating to one program for re-accreditation

2019 ◽  
Vol 35 (4) ◽  
pp. 221-234
Author(s):  
Boniface Michael
Keyword(s):  
Business Schools ◽  
Case Study Method ◽  
Program Goal ◽  
Content Type ◽  
External Stakeholders ◽  
Governance Process ◽  
The Usa ◽  
Goal Integration ◽  
College Of Business

Purpose The purpose of this paper is to delineate lessons for business schools seeking re-accreditation and that face previous peer-review improvement expectations, strategic and operational imperatives similar to those faced at College of Business Administration (CBA) in University of the State Capital, all pseudonyms to mask their true identity. Design/methodology/approach Based on qualitative case study method, CBA’s Assessment Director, Gabriel Mouton, again a pseudonym, serves as the central protagonist whose interactive dialogical and technology-enabled change processes provide instructive practical lessons around the management of assurance of learning (AoL) for re-accreditation. Findings This paper offers a tripartite change focus in AoL for re-accreditation: balancing program goal integration with discipline differentiation, adopting an interactive dialogical shared governance process over a top-down or bottom-up process and technology-enabled straddling program depth and breadth. Research limitations/implications This paper is unique to CBA’s path-historical institutional change experiences in the USA with rich-shared faculty governance that may need to be first developed before emulation in institutions where such a tradition is absent. Practical implications The experiences narrated in this paper offer universal lessons for business schools aspiring to continuously improve their AoL and, in the process, uphold program meaning and quality standards for stakeholder relevance and re-accreditation. Social implications The experiences narrated in this paper offers lessons for tying program quality to external stakeholders’ expectations in the community, including for international business schools. Originality/value This paper advances an original tripartite change focus specifically relevant for business schools seeking re-accreditation and that are concurrently grappling with multiple strategic and operational imperatives.

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