Reshaping teaching excellence through accounting and business students

The dynamics of higher education institutions are changing with the expectations of students for their educational experiences. In universities around the world, academics are encouraged to facilitate excellent education. Teaching excellence contributes to business students' optimal development to become professional and trusted value creators for business and society. However, there is an ongoing debate around the definition of excellence. Recognising an excellent teacher poses questions such as the characteristics and competencies of such candidates. Several studies have investigated different dimensions of teachers' effectiveness, but there is hardly a consensus on "what makes an excellent teacher?". Moreover, various stakeholders have distinct perceptions of evaluating teaching excellence and the quality of teaching. This workshop is based on a large-scale international research project that examines how accounting and business students define teaching excellence, whether teaching excellence perceptions vary based on student demographics and between academic institutions in different countries, and whether teaching excellence perceptions vary between accounting and non-accounting students. The quantitative and qualitative empirical data is collected in ten countries across five continents to advance our understanding of teaching excellence from the perspective of business students. This workshop will benefit CAAA participants as understanding what teaching excellence means for students would enhance teaching practices and, as a result, improve student engagement, enhance the student learning experience, and develop employability skills

Teaching Excellence Awards in Higher Education

In universities around the world, academics are encouraged to facilitate excellent education. The concept of teaching excellence in higher education offers different definitions and interpretations. Teaching excellence contributes to business students' optimal development to become professional and trusted value creators for business and society. Universities acknowledge teachers' efforts towards students' development and learning through teaching excellence awards. The recognition of an excellent teacher poses questions such as who the appropriate candidate is and why, the characteristics of the nominated candidates, and the selection committee or evaluation criteria for awarding an excellent teacher this title. Different stakeholders have distinct perceptions of evaluating the quality of teaching. Extant literature has scarce evidence to answer these questions. Our empirical data advances the understanding of teaching excellence awards from the perspective of accounting and business students. We also evaluate the process and criteria used by higher education institutions from eleven countries across five continents. This research contributes to the literature by examining whether perceptions of such awards vary between academic institutions in different countries. Therefore, the emphasis is on exploring differences and similarities across multiple countries

Rethinking teaching excellence based on the viewpoint of business students as generators and value creators for business and society

The dynamics of higher education institutions are changing with increased expectations of students for their educational learning experiences. In universities around the world, academics are encouraged to facilitate excellent education. Teaching excellence contributes to business students' optimal development to become professional and trusted value creators for business and society. However, there is an ongoing debate around the definition of excellence. Recognising an excellent teacher poses questions such as the characteristics and competencies of such candidates. Several studies have investigated different dimensions of teachers’ effectiveness, but there is hardly a consensus on "what makes an excellent teacher?". Moreover, different stakeholders have distinct perceptions of evaluating teaching excellence and the quality of teaching. This research contributes to the literature by examining how accounting and business students define teaching excellence, whether teaching excellence perceptions vary based on student demographics and between academic institutions in different countries, whether teaching excellence perceptions vary between accounting and non-accounting students. The quantitative and qualitative empirical data is collected in eleven countries across five continents to advance our understanding of teaching excellence from the perspective of business students. The emphasis is on exploring differences and similarities across multiple countries. Understanding what teaching excellence means for students would allow for enhancing teaching practices and, as a result, improve student engagement, enhance students learning experience, and develop employability skills. Our preliminary results demonstrate what individual personal qualities, competencies, and classroom characteristics add to the definition of an excellent teacher. We find statistically significant differences between countries

The role of gender in business students’ perceptions of teaching excellence

In universities around the world, academics are encouraged to facilitate excellent education. Teaching excellence in higher education is subject to different interpretations. Based on quantitative and qualitative empirical data collected in ten countries across five continents, this research examines how accounting and business students define teaching excellence and whether their perceptions vary based on gender and other student demographics between different countries. Answers to these questions will allow for enhancing teaching practices and, as a result, improve student engagement, deepen student learning experiences, and develop employability skills. Our preliminary results provide a deeper insight on the role of gender in assessing teaching excellence based on a multidimensional framework of personal qualities, competencies, and attributes of an excellent teacher. We find statistically significant differences between gender, countries and declared majors

The role of student background and other individual characteristics in perceptions of teaching excellence by accounting and business students

Academics are encouraged to facilitate excellent education. However, the dynamics of higher education institutions (HEIs) are constantly changing in parallel with the growing expectations of students, making the facilitation of teaching excellence increasingly challenging. Teaching Excellence (TE) in higher education is subject to different interpretations. The abundance of competing definitions and terminologies makes it difficult to explain what it means in a single statement without missing the whole of what the concept elucidates . The lack of a clear definition of TE and an acceptable criterion for measurement has led to several interdisciplinary enquiries globally . This study aims to broaden the existing literature on TE from students' perspectives across eleven countries. We consider these perspectives from different student backgrounds and individual characteristics measured by twelve independent variables with the following three included in this paper: academic status, gender, and work experience