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
