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A personalized teaching signature: Finding your unique profile as a business educator

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  • Fisher, Greg

Abstract

Is there a model of the ideal business school instructor? I asked myself this question many times when first teaching in a business school classroom. Assessing the style and approach of other effective instructors signaled that there are many models for success in the classroom, but how should I think about developing my own successful teaching style and approach? To address this challenge, I developed the concept of the personalized teaching signature, which accounts for teaching as a complex, multidimensional activity that includes preparation, practicality, rigor, entertainment, empathy, experiential engagement, enthusiasm, novelty, and surprise. I argue that an instructor should strive to exceed an expected threshold of proficiency in each teaching dimension and then focus on specific dimensions in which they can excel to develop a personalized teaching signature. In this article, I describe the concept of a personalized teaching signature, outline its basic dimensions, and offer a step-by-step process for using this signature to become a better business school instructor.

Suggested Citation

  • Fisher, Greg, 2023. "A personalized teaching signature: Finding your unique profile as a business educator," Business Horizons, Elsevier, vol. 66(2), pages 291-300.
    • Handle: RePEc:eee:bushor:v:66:y:2023:i:2:p:291-300
    DOI: 10.1016/j.bushor.2022.08.005
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    References listed on IDEAS

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    1. Rodolphe Durand & Robert M. Grant & Tammy L. Madsen & Eric Yanfei Zhao & Greg Fisher & Michael Lounsbury & Danny Miller, 2017. "Optimal distinctiveness: Broadening the interface between institutional theory and strategic management," Strategic Management Journal, Wiley Blackwell, vol. 38(1), pages 93-113, January.
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    Cited by:

    1. Burke-Smalley, Lisa & Neely, Andrea R. & Bryant, Eleanor, 2024. "Building professor-student rapport: A model, survey findings, and implications for practicing professors," Business Horizons, Elsevier, vol. 67(2), pages 137-145.

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