ABSTRACT This study examines business students’ perceptions of the importance of faculty attributes classified by teaching, experience, research, service, and degree affiliation. Evidence from the United States and Tunisia, although differing in culture and attribute rankings, reveals that the faculty attributes students found most important in business faculty were teaching and experience. We also report gender differences across both countries where female students highly valued faculty teaching attributes while male students highly valued the faculty experience attribute. Despite differences between the two countries’ educational systems, students from both countries similarly perceived faculty publications as least important in their pursuit of a quality business education. This finding suggests a disconnect between faculty research and teaching – a disconnect commonly referred to as the ‘research-teaching gap.’ Our findings have policy implications for institutions of higher education in at least three areas: the accreditation process, curriculum design, and faculty evaluation and promotion.

中文翻译：

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商科学生对教职员工属性的看法：两种国家的跨文化比较

摘要本研究考察商科学生对按教学，经验，研究，服务和学位隶属度分类的教职员工的重要性的看法。来自美国和突尼斯的证据虽然在文化和属性排名上有所不同，但表明在商务学院中发现最重要的学生的学院属性是教学和经验。我们还报告了这两个国家的性别差异，其中女学生高度重视教师的教学属性，而男学生高度重视教师的经验属性。尽管两国的教育体系存在差异，但两国的学生同样认为，在追求优质商业教育方面，教科书出版的重要性最低。这一发现表明教师研究与教学之间存在脱节，即通常被称为“研究教学差距”的脱节。我们的发现至少在三个方面对高等教育机构具有政策意义：认证过程，课程设计以及教师评估和晋升。