Implementing Comprehensive Teacher Training in Business Doctoral Programs

Brightman, Harvey J.; Nargundkar, Satish

doi:10.1111/dsji.12013

Cited by 14 publications

(27 citation statements)

References 6 publications

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“…In addition, many graduate students undertake some teaching duties that may take place under the mentorship of senior faculty. Most PhD programs in North America devote only modest focused effort to teaching relative to research (Arbaugh, 2008; Barney, 2019; Brightman & Nargundkar, 2013; Lewicki & Bailey, 2016; Marx et al, 2016; Rynes & Brown, 2011).…”

Section: Background Considerationsmentioning

confidence: 99%

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Hatch

2020

Journal of Management Education

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Many business schools continue to use contribution in teaching, research, and service as measures of faculty performance. There has been a long tradition of thinking of faculty as making their research contribution within a specific subdiscipline. We call these teaching and discipline scholars (TDS). However a growing number of faculty who, although they teach in a subdiscipline, are choosing to make their research contribution in the teaching and learning area. We call these persons teaching and learning scholars (TLS). A major hurdle facing TLS candidates is a promotion and tenure (P&T) system primarily designed for teaching and discipline scholars. This article takes a granular look at the typical P&T system within business schools. It proposes a way of thinking about what is typically meant by teaching ability and how it might be measured. It then discusses what is meant by research, how this definition might be applied to measure the output of TLSs and the special challenges for TLSs in having their research accepted as part of their P&T portfolio. Suggestions are provided for how the TLS may navigate the P&T process in light of these challenges.

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Section: Background Considerationsmentioning

confidence: 99%

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Hatch

2020

Journal of Management Education

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“…The current analysis, in reviewing empirical studies on adoption of social media in higher education, found very sparse attention directed on Web 2.0 use in doctoral level, MBA, or professional business school instruction. Recent research is beginning to address this void in the business literature (see Brightman & Nargundkar, 2013; Kelm, 2011; Meyer, 2010).…”

Section: Resultsmentioning

confidence: 99%

Pedagogical Applications of Social Media in Business Education

Piotrowski

2015

Journal of Educational Technology Systems

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There has been wide academic and research interest in the application of social media modalities, as pedagogical tools, in higher education. Recent research indicates that business-related topics are a major focus of study on this emerging educational issue. Yet a systematic review of outcome studies regarding instructional Web 2.0 adaptations in business education has not appeared. To chart, the contemporary landscape of scholarly research in this area, the current study (a) identified, based on a keyword search in the ProQuest database, the key empirically based studies on the business education-social media nexus and (b) summarized the major findings of a subset of these studies (n = 11) with a focus on views of business students and faculty. The main social media tools used in instruction were Facebook, blogs, Twitter, and YouTube. Although a majority of studies reported positive attitudes by students regarding academic applications of Web 2.0 technologies, faculty views were more tepid and reserved. Transgression of “socializing” during academic interactivity, privacy issues, and data overload were the major drawbacks noted by students. Faculty were most concerned about the vast breadth of social media modalities and the lack of training support in emerging interactive-mobile technology. Future research needs to address the views of business school administrators on educational adaptation of Web 2.0 tools.

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“…As fontes ou espaços formativos deste conhecimento são identificadas na literatura, tanto da área da educação, como da contábil (Shulman, 1987;Swain & Stout, 2000;Tardif & Raymond, 2000;Slomski, 2009, Marshall, Dombrowski, Garner & Smith, 2010, Tardif, 2012, Slomski, Lames, Megliorini & Lames, 2013, Brightman & Nargundkar, 2013. O entendimento de que os Programas de Pós-graduação e as Instituições de Ensino Superior (local de trabalho dos docentes) são espaços de formação continuada para o ofício da docência existe, no entanto, os métodos utilizados por esses espaços formativos, a responsabilidade e a real formação proporcionada não são foco de muitos estudos no âmbito da ciência contábil, principalmente, analisados de forma conjunta (Laffin, 2008(Laffin, , 2012Slomski, et al, 2013).…”

Section: Introductionunclassified

Percepção dos professores de contabilidade quanto aos espaços formativos para o ofício da docência no Brasil

Farias

Araújo

2016

Rev. contab. organ.

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O objetivo do estudo foi analisar a formação dos docentes, mestres e doutores em contabilidade no Brasil, a partir dos espaços formativos propostos por Swain & Stout (2000): Programa de Pós-graduação, Instituição de Ensino Superior (IES) e esforço individual. O estudo foi caracterizado como descritivo, com abordagem quantitativa, por meio da análise descritiva e, do teste estatístico de Wilcoxon. Utilizou-se como estratégia de pesquisa um levantamento, com dados coletados por meio de questionário online, desenvolvido, validado e autorizado por Swain & Stout (2000). No total, foram obtidos 425 questionários de 328 mestres e 97 doutores, sendo 378 docentes representando todos os Estados Federativos do Brasil. O principal resultado do estudo indicou que, a responsabilidade pela formação para a docência, tanto do Programa de Pós-graduação quanto das IES é maior do que a formação proporcionada por esses espaços formativos. Como contribuição, tem-se a perspectiva de debate sobre como os programas de pós-graduação estão formando seus docentes.

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Implementing Comprehensive Teacher Training in Business Doctoral Programs

Cited by 14 publications

References 6 publications

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Pedagogical Applications of Social Media in Business Education

Percepção dos professores de contabilidade quanto aos espaços formativos para o ofício da docência no Brasil

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