Reflections on teaching practices in management

Excellence in teaching has been considered a key success factor for business faculties and schools around the world, including Australia. In particular, the competitive landscape of tertiary business education and the ever-increasing student expectations on teaching have amplified the importance and urgency for academics to excel in their teaching engagements (Broadbent, 2002). While university and student expectations for academics to be excellent teachers are understandable, this has unfortunately created an extra pressure on research-active academics who often find themselves walking on a tightrope of time, juggling priorities among writing publications, obtaining research grants, supervising research students and handling various administrative duties, not to mention other non-work commitments at home and in the family. Given these constraints, becoming an excellent researcher and teacher, and not just either one, is typically considered difficult if not unachievable.