Academic journal article Academy of Educational Leadership Journal

Recent Business Doctorates' Teacher Training and Perceptions of Their Preparedness to Teach Business Courses

Academic journal article Academy of Educational Leadership Journal

Recent Business Doctorates' Teacher Training and Perceptions of Their Preparedness to Teach Business Courses

Article excerpt


The current state of higher education is in a difficult position with states facing cuts in the millions of dollars for the foreseeable future, coupled with the continuing task of ensuring quality education for millions of postsecondary students across the United States. For the current year, most states were forced to cut funds again for higher education, which seems to be a continuance of previous trends, as Pulley (2012) revealed that "between 2005 and 2010, 30 states reduced higher education appropriations" (p. 18). Examples include Wisconsin, which planned to cut $250 million from the UW system for 2012-2013, and California, which cut $1.4 billion in 2012 for UC and Cal State schools, which comes directly after a $695 million cut was planned in 2011 for California community colleges (p. 17). Of course, these cuts are present in public universities, but the trend is seeping into private universities; for example, Iowa recently cut $4.8 million in private college tuition grants (Schettler, 2010); also, the large Texas Grant program, which can fund either public or private institutions, planned to be slashed in half (Parker, 2012).

With public institutions of higher education especially cutting budgets as much as possible before reaching the elimination of personnel, many public colleges and universities now must turn to the difficult task of cutting faculty and staff positions. These lean circumstances and a recession which has brought many students back to postsecondary study make it imperative that professors are able to manage higher class enrollments due to staff cuts, and administrative tasks linked with accreditation and other duties, along with the core focus on research and service.

Of course, teaching at the postsecondary level is just one aspect of the job. Boya and Robicheaux (1992) surveyed over 600 faculty members in marketing to find that faculty members' views placed research as the most important, followed by teaching in second place, then service, and then consulting regarding areas of importance in their careers. However, these marketing professors did confirm that they spent the most amount of time engaged in teaching responsibilities. This movement away from teaching to greater research has long been documented (Boyer, 1990; Anderson, 1992)

How prepared college and university teachers are for handling larger enrollments and expanding duties is a subject of concern particularly in the field of business, as many new business school graduates trained by business teachers will soon inherit the task of dealing in the public and private sector with an ongoing recession. This paper attempts to shed some light on the amount of formal training and experience to teach that those who recently earned a broad-based business doctorate degree obtained, and their perceptions of how they are faring in their teaching duties.

It was hypothesized that many of these relatively newer doctorates had graduate teaching assistantships when completing their DBAs and PhDs. However, research is scant on how much formal training professors received to teach at the collegiate level, or how much experience they gained before taking their first teaching post after leaving the doctoral institution. The literature could also be augmented by greater insight into professors' holistic perceptions of the quality of their teaching skills.

Therefore, the purpose of the study was to determine business professors' levels of preparation to teach business courses at the collegiate level. More specifically, the major research questions of the study were: 1) What forms of formal teacher training were received during the business doctoral program?, 2) What are teachers' perceptions of this teacher training provided at the doctoral level?, 3) What are perceptions of preparedness to teach upon leaving the doctoral program, 4) What are teachers' perceptions of how students rate their skills in the classroom? …

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