Business Administration Faculty

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    Exploring Teaching Effectiveness and Research on Teaching and Learning at AACSB Accredited Business Schools in Canada and the US
    (Emerald Publishing Limited, 2022-04-05) Siddiqui, Sanobar; Lento, Camillo
    This study explores the implementation of two 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). This study adopts a thematic analysis framework based on data obtained from an online survey, semi-structured interviews, and policy documents. 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. 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, we argue that business schools should nurture a niche set of academics who hold PhDs in their respective disciplines and are education experts to increase the production of research-informed instructional strategies curated for business schools. 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.
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    Scholarship of teaching and learning at AACSB accredited business school: who’s doing it, and how’s it captured?
    (Emerald Publishing Limited, 2024-01-09) Siddiqui, Sanobar; Lento, Camillo
    Purpose: This paper explores who, amongst the AACSB categorization of academics, conducts scholarship of teaching and learning (SoTL) research within business schools and how AACSB accredited business schools capture SoTL research as part of their portfolio of intellectual contributions. Design/methodology/approach: This study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews, and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States. Findings: The findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB accredited business school captures SoTL with their journal ranking frameworks. Practical Implications: Based on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g., business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoP). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research. Originality/value: This is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalised regarding SoTL research. Understanding how these Standards are adopted and implemented could help institutional leaders, standard setters, and administrators better facilitate SoTL research.