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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.

This article explains the challenges faced when management‐practitioners decide to enter the academic environment and teach. The authors speak from the perspective of their own experiences with respect to transitions into the academic field and also highlight prominent literature on the subject. The framework for the paper begins with the explanation of a basic model associated with cultural transition. They identify three success factors for transition: task success; social interaction; and cultural understanding and awareness and develop strategies for each. The dual themes of the article are to reinforce the usefulness of practitioners into academia and to help smooth the environmental transition for practitioner‐academicians (PAs) by developing strategies for success.

Synopsis Academic research cases (ARC) provide interesting learning situations and challenging problems to study. However, it can be difficult to bring these research cases to classroom teaching because the “answers” are embedded within the case studies. Research cases can be redesigned as teaching cases (TCs) through a method of unwrapping the ARC and re—visioning it as a TC. One method is provided in this paper. Research methodology The authors have taken an unpublished research study and rewritten it as a TC. Elements from both manuscripts are provided in tabular form to guide the creation of TCs by academic researchers. Relevant courses and levels This paper will be helpful for any academic who wishes to transform a qualitative research case study into a useful classroom teaching tool.

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