The absence of teaching how to teach during the business management PhD programme: A call to action

Barney, Chet E.

doi:10.1080/14703297.2017.1372300

Cited by 9 publications

(16 citation statements)

References 10 publications

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“…Indeed, a recent study reports that only 34% of schools offer any sort of formal teaching training at all (Marx et al, 2016). We agree with other management education scholars (e.g., Barney, 2019;Marx et al, 2016;Rousseau, 2016) that the introduction of teaching seminars at DGIs is a step toward enacting institutional change. This article describes a teaching seminar that has served three important purposes for over a decade.…”

Section: Discussionsupporting

confidence: 89%

Preparing Academics to Teach: Example of a Structured Method of Preparing Doctoral Students in Business Programs to Teach

Bonner

Stone

Mittal

et al. 2020

Journal of Management Education

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The qualifications of academics to teach students are often left unquestioned. Current accreditation standards, for an academic to teach, are typically determined by courses taken, certifications or degrees obtained, and/or industry experience. Doctoral programs are inconsistent in their approaches to formal instruction in pedagogy and their degree of emphasis on teaching skills assessment beyond the typical student teaching evaluations. Furthermore, in many instances, doctoral students begin teaching while they are still in their doctoral program without any formal training. We aim to address this institutionalized deficiency by providing a concise and actionable framework for teaching doctoral students how to teach that can serve as a template for other business school doctoral programs seeking to implement a doctoral teaching seminar. We provide an example of a doctoral teaching seminar in a College of Business developed to train doctoral students in five teaching competencies intended to ensure they are able to provide quality instruction to university students. In doing so, we explain the assignments and then provide evidence of the assignments’ effectiveness as well as the teaching seminar’s overall effectiveness.

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Section: Discussionsupporting

confidence: 89%

Preparing Academics to Teach: Example of a Structured Method of Preparing Doctoral Students in Business Programs to Teach

Bonner

Stone

Mittal

et al. 2020

Journal of Management Education

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show abstract

“…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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“…Similar to Barney's (2019) description of the absence of teaching business management students how to teach, Lund, Napper-Owen, and Boyce (2019) agree about the lack of preparation of doctoral students in kinesiology. Brightman and Nargundkar (2013) suggest requiring all doctoral students to study pedagogical literature, learn about classroom management, student motivation, course organization, active learning strategies, assessment and grading, technology, and student evaluation, complete peer and faculty teaching observations, and develop a teaching philosophy.…”

Section: Quality Of Instructionmentioning

confidence: 73%

“…Stowell et al (2017) also claim, "…putting highly trained graduate student instructors into the classroom to implement these practices will increase the quality of undergraduate education" (p. 318). Barney (2019) identifies three ways the teaching abilities of doctoral students can improve: 1) having a teaching mentor who helps them improve their teaching skills; 2) conducting several direct observations of excellent teachers in action; and 3) participating in at least one teaching workshop each semester.…”

Section: Quality Of Instructionmentioning

confidence: 99%

Educating Doctoral Students in Kinesiology to Teach Effectively

Lumpkin¹,

Achen²

2021

GRHE

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Doctoral program graduates, including in kinesiology, may be inadequately prepared to become effective teachers. The purpose of this study was to examine the required courses in research and teaching for kinesiology doctoral students and the related skills and abilities most important for doctoral students to develop to be successful in their first faculty positions. Through a survey, faculty coordinators of graduate programs in kinesiology were asked to identify required courses, the relative importance of skills and abilities in research and teaching, and the preparation levels of doctoral program graduates in research and teaching. Respondents rated courses, skills, abilities, and preparation in research consistently higher than courses associated with teaching. The authors proposed recommendations for preparing a more qualified cadre of kinesiology doctoral program graduates.

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The absence of teaching how to teach during the business management PhD programme: A call to action

Cited by 9 publications

References 10 publications

Preparing Academics to Teach: Example of a Structured Method of Preparing Doctoral Students in Business Programs to Teach

Preparing Academics to Teach: Example of a Structured Method of Preparing Doctoral Students in Business Programs to Teach

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

Educating Doctoral Students in Kinesiology to Teach Effectively

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