How to Become an Education-Focused Professor

Edited by Rushana Khusainova, Senior Lecturer in Marketing, University of Bristol Business School, University of Bristol and Sally Everett, Professor of Business Education, King’s Business School, King’s College London, UK

• Contents1 Introduction to How to Become an Education-FocusedProfessor 1Rushana Khusainova and Sally Everett2 The rise of education-focused staff in UK higher education 12Helen Marie Williams3 Creating connections, shaping futures: Building professionalnetworks as an education-focused academic 25Rachael Lamb4 Making the most of leadership roles 37Wayne Holland5 The what, why and how of upshifting: When to say ‘yes’ andwhen to say ‘no’ 50Nicki Newman and Sarah Montano6 Creating your promotion pathways: Navigating theunconventional path to success 61Nicki Newman and Sarah Montano7 Reflections of an engineer turned education-focusedprofessor: Practical actions to get promoted 77James Norman8 Visibility and personal brand for career development 90Rushana Khusainova9 A different kind of north: Developing an education-focusedacademic portfolio with intention 103Christine Rivers and Anna Holland10 Innovative education: How failure, unlearning, and paradoxesdrive pedagogical change 119Chahna Gonsalves11 From boardroom to classroom: Leveraging your businessbackground 132Lloyd Fletcher12 Being a good teacher is not enough 146Kathy Daniels13 Fostering an inclusive path to professorship: Championingequity, diversity and inclusion in business education 158Sally Everett14 Strategic use of GenAI in education-focused academic careers 174Marios Dominikos Kremantzis and Xue Zhou15 How it works in other parts of the world: A global perspectiveon academic pathways 192Rushana Khusainova and Sally Everett16 Conclusion to How to Become an Education-FocusedProfessor 203Sally Everett and Rushana Khusainova

‘Higher Education faculty roles and responsibilities have changed over time. With the founding of European universities, Western higher education curriculum centered around theology, law, medicine and the arts. Faculty served as in loco parentis and oversaw student discipline and housing. With the emergence of lehrfreiheit and lernfreheit in science disciplines, academics shifted to scholarly research and publications. Student responsibilities shifted to staff positions to focus on student development and growing administrative requirements. In this timely text, authors explore the growing faculty focused on teaching, blending the best pedagogical practices with student and career development. Education-focused business faculty who wish to focus on student success, curriculum development, and advancing in their institutions will appreciate the insights and lived experiences of the authors.’