Teaching in Management Schools: Are We Missing the Plot?

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." — William Arthur Ward

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One fine evening, I got a call from a senior professor congratulating me on my new job as a faculty. After some pleasantries, he lobbed me a question that caught me off guard: “What are your immediate plans for teaching?” Though I had a clear research plan, I hadn’t even finalized the courses I’d offer. Sensing my hesitation, he shared something that stayed with me: “Teaching is just as critical as research. Only focusing on research during hiring is eroding the classroom experience at our leading institutions.”

He had a point. He cited examples of faculty with impressive publication records yet consistently dismal teaching feedback. “Students and Company Executives pay lakhs expecting a transformative learning experience”, he added. “If we can’t deliver that, are we even fulfilling our roles as educators?” This conversation left me pondering. While research elevates institutional prestige, teaching is what forges an enduring bond with students. It shapes minds, inspires future leaders, and defines the reputation of various post-graduate programs. “Decades later,” the professor continued, “my students—now CXOs and partners—remember my classes, not my journal articles.” As I reflected on my favourite professors from my MBA days, I realized their legacy lay in how they made learning personal, alive, and memorable—not just in their publication count.

But here’s the elephant in the room: why is teaching, the cornerstone of learning, often treated as secondary? Conversations with other faculty members unearthed an even starker reality: with pressure to publish and administrative work piling up, teaching is increasingly dependent on academic/teaching associates. Designing courses, crafting exam questions, and even grading are now delegated. Creativity and engagement in the classroom? A rare luxury.

The irony is—a major part of a management institute’s revenue comes from its post-graduate and executive programs. If teaching directly influences rankings, placements, and societal impact, how can we afford to sideline it? Globally, elite schools are recognizing this. Take Harvard Business School, where many alumni fondly recall non-tenure-track instructors as their most impactful professors. Why? Because these instructors make concepts leap off the page and into the real world. Shouldn’t Indian B-schools aspire to the same level of excellence?

Here’s how we can change the narrative:

• Introduce teaching courses in doctoral programs: Equip PhD students with the tools and technology to make learning engaging and impactful.
• Create real teaching opportunities for PhD students: Instead of mock sessions, let PhD students teach UG/PG courses in other institutions while adhering to academic protocols.
• Rethink the faculty hiring process: Beyond seminars and interviews, ask candidates to teach a class on a topic of their choice. This could reveal their ability to connect with students—a skill as critical as research prowess.

Teaching isn’t just about delivering lectures—it’s about shaping minds, bridging theory with practice, and leaving a legacy that lasts. Research drives prestige, but teaching builds leaders for the future. Indian B-schools are at a crossroads. Isn’t it time we give teaching its rightful place on the pedestal?

P.S. Believe it or not, I still hold my favourite PhD courses—and the brilliant professors who taught them—close to my heart. Their passion and ingenuity left such an indelible mark that I often find myself drawing inspiration from them when designing my courses.