The professors are generally evaluated based on the following criteria:

• High standard of teaching performance (based on student and faculty evaluations)
• High quality, peer-reviewed research publications
• Research grants and awards they have received 
• Successful supervision of postgraduate students 
• Membership of editorial boards of significant journals or academic
• Published books 
• Number of Patents

First as a good teacher should reach the student in and out of the subject.  Secondary comes the research, publications, patents, conference and other activities for a faculty to be academically qualified.

I think to go by the number of research publications or conferences  attended is perhaps not a very good criteria. If the selection is for undergraduate teaching, then academic record, intelligence, knowledge of the subject, communication and verbal skills are  very important, besides the minimum Ph.D. degree, etc. If the position is mainly a research position or for postgraduate teaching, then the quality of journals where s/he has published should be an important  criteria, besides aptitude for further research. 

The professors are generally evaluated based on the following criteria:

• High standard of teaching performance (based on student and faculty evaluations)
• High quality, peer-reviewed research publications
• Research grants and awards they have received 
• Successful supervision of postgraduate students 
• Membership of editorial boards of significant journals or academic
• Published books 
• Number of Patents

Are teachers that publish a lot truly available for the students?

I agree with Behrouz Ahmadi-Nedushan,

but often good teachers are not good researchers and viceversa. It is difficult to be a good teacher for your students and a good researcher for the scientific community!

Perhaps there is a significant time-based, energy-based or perception-based trade-off between research-oriented practice involving acquisition of new knowledge and education-oriented practice involving transmission of existing knowledge. Time devoted to personal research activity is most often not available for education addressed to others. The number of topics addressed in education is obviously much larger than in focused research programs. The education approach conducted by specialists and non-specialists therefore might differ.

Dear Shafig,

I don't think that it is the number of research papers, conferences, services and other activities that matters, but the quality of thought, fineness of research, and subtlety of scholarship!

It is so easy to compute!

This may sound sarcastic but tell me where I have gone wrong. (of course you may like to make some amendments in this approach causing a corresponding change in the available number of seconds for each activity/day on an average.)

Dera Shanker,

You present arguments to select the persons than require physiologically less sleep. Can students  adequately follow those that require less sleep and what if those that require less sleep end-up in a community of people that require more sleep?  

Dear Marcel,

Could you clarify the question please? In any case , you may follow a similar or some other approach and work out the time available for each activity claimed and then interpret the feasibility or otherwise. You are right that the sleeping hours may differ from person to person and to arrive at a precise result, the input data may be used for a particular person.

Regards.

Dear Behrouz,

Your listed points seem to be but the mainstream evaluation and socially accepted forms of not really determined qualities.

• High standard of teaching performance (based on student and faculty evaluations)

How and who can measure odjectively this performance?

• High quality, peer-reviewed research publications

How many people of colleagues and PhD students did worked on these papers? What was the real contribution of this imaginative academic? What about honorary authorships?

• Research grants and awards they have received

What about the impacts of these grants and awards?

• Successful supervision of postgraduate students

What is a successful supervision? Are there not successful supervisions?

• Membership of editorial boards of significant journals or academic

How are chosen these members? What about honorary memberships?

• Published books

…

• Number of Patents

…

For a faculty member to be academically qualified, s/he should have the following qualities:

- Excellent in teaching.

- Conducting high quality researches.

- Exerting efforts for community service.

- Has good academic reputation. 

Dear Mahfuz,

The last quality implies the first three, at least at a long-term basis.

I fully agree with you dear Marcel that having good academic reputation implies all other qualities.

PhD, number of research and published books, is an indication to a good researcher. It's is not an indication to a good teacher.

@ Mahfuz "Has good academic reputation" means having all the above achievements, plus a good teacher.

 A faculty member should be considered academically qualified (AQ) if provided s/he meets a set of minimum conditions. Academic qualification requires a combination of original academic preparation (degree completion) augmented by subsequent activities that maintain or establish preparation for current teaching responsibilities. Classification as academically qualified will be lost if there is inadequate evidence of development activities within the past five years that demonstrate currency and relevancy in the field of teaching.

The following are the conditions that should meet:

• A doctoral degree in the area in which the individual teaches.

• Is a major contributing author. All works should be peer reviewed, published in academic or professional outlets, publicly available, and of good quality.

While entry qualifications (academic or professional) are important, the world of business changes very rapidly and faculty members must be involved in the continuous development throughout their careers to stay current. Regardless of their specialty, work experience, or graduate preparation, faculty members are required to maintain their competence through efforts to learn about their specialty and how it is applied in practice.

The intent is that all students at all levels, in all programs, across all disciplines, and in all locations are exposed to faculty members who are well versed in the current practice of business as well as current research and theory.

The simplest way for a faculty member to document the ongoing maintenance of Academic Qualification is to provide evidence of refereed intellectual contributions over the time period.

Consistent with the university mission, greater emphasis should be placed on refereed publications. While there are many acceptable forms of intellectual contributions, each faculty member should be required to have a minimum of 2 peer refereed publications, and a total of three quality intellectual contributions, within a five year window.

The publications in peer reviewed journals over a five year period is considered prima fascia evidence of AQ status. Examples of other combinations of intellectual contributions that are sufficient to document the maintenance of Academic Qualifications include:

• Two peer reviewed journal articles and a conference proceeding from a national academic conference.

• Two peer reviewed journal articles and a scholarly book chapter.

• Two peer reviewed journal articles and a significant level of review activity (e.g.,editorial board member or frequent reviewer) for an exceptional or meritorious research journal.

• Two peer reviewed journal articles and the publications of significant teaching materials such as a textbook or a business case in a widely used textbook.

• Two peer reviewed journal articles and a professional consulting report (non-proprietary) approved by the Dean.

• Two peer reviewed journal articles and service as an officer in a national level academic society.

In our university, faculty are ranked and sub-ranked into

Instructor 1-3, Assistant Professor 1-4, Associate Professor 1-5, and Professor 1-6.

Each rank and sub-rank are based on points generated from Educational Qualification (at least masters level), Work Experience, and Achievements.

Quantity and quality of researches, papers presented, books published, awards, etc. fall under achievements.

Dear All,

The Question is about "academic qualification" (and not what makes a good teacher).

I agree that good researchers are not necessarily good teachers. I have had excellent courses with good researchers though!

Dear Andras,

I agree that there are exceptions, but unless you can provide me with reliable stats, I prefer to stick to the criteria which have been in place for years and have been used in many universities including top ranking ones. We can always agree to disagree!

Here is how the Academic Qualification is defined in "Oregon state university":

In order to maintain faculty qualifications to accomplish the mission of the School, faculty on tenure track appointments must be academically qualified. Academic qualification is defined by the receipt of a doctoral degree in a subject related to the faculty member’s area(s) of teaching.

• The initial academic qualification lasts five years from the award of the doctoral degree.
•  To maintain academically qualified status, each faculty member has to engage in research related to their area of teaching. The expectation is that faculty will publish in peer-reviewed journals or peer-reviewed research books.
•  For the 2013-14 academic year, the expectation will be a minimum of five peer-reviewed publications in each consecutive period of five years, or a peer-reviewed book that is published (i.e., not in press or under contract). For the 2014-15 academic year, the expectation will be a minimum of six quality peer-reviewed publications in each consecutive period of five years, or a peer-reviewed book that is published (i.e., not in press or under contract).

http://liberalarts.oregonstate.edu/academic-qualification-policy

Dear all, excellent debate. AQ is limited condition, depending on activity in the field of research, publishing articles/books and  depend on the teaching methods (knowledge transfer). 

Listed skills (@Pedraza, @Jeanan,@Sawicka and @Bozsik) are important. Here I am adding those skills: 

* organizer of the events (conferences, workshops, summer schools) combined with international organizing board + outstanding dissemination (public, professional and educational)

* ability to apply theory in practice (knowledge transfer) * students + practice

* combined / multidisciplinary research (applied projects) * ability to step out the "comfot zone" 

Number of research papers published, research projects completed/running, funding for research in hand etc should be only for post graduate level faculty which will continue to research but for under graduate the passion of the person, bent of mind, sincerity and aggressiveness in pussing the new ideas should also be considered. For the positions of research management, along with Ph D with long experience of doing quality research and publications his management skills and behavior should also be considered. As it is not necessary that a very good researcher will be a good research manager also. Thanks

Dear Behrouz,

Dear All,

There are aims and desires and there is the reality. It is nice to read the definitions on academic qualification at the Oregon State University. However, I would like to read the view of an American colleague working at that university on the tendency of manifestation of these rules. Similarly, I am interested in the actual “materialisation” of some idealistic lip service at various higher education institutions. Regarding RG threads, it is obvious that ethical (political) troubles permeate the scientific and research sphere. It is good if there are good rules and ideals but at a world where one can buy scientific titles, publications for money and some colleagues with a PhD here at RG cannot count even percentages, I have considerable doubts in these rules.

Academically Qualified Faculty

Academically Qualified (AQ) status is achieved based on academic preparation and maintained by publishing in appropriate peer-reviewed publications. Other published contributions may also be considered if they have the potential for scholarly impact.

Achieving AQ Status, the normal expectation is that AQ faculty will have an earned doctorate from an institution at which the ability to conduct original research intended to make a substantive contribution to the field is a key element of the program. For AQ faculty without academic preparation in the field in which they teach or a related field, research activity leading to publications in the field in which they teach or additional academic preparation/professional experience must be demonstrated. Doctoral students who have completed at least 18 hours of graduate work in their discipline and are no more than three years beyond the completion of their comprehensive exams are considered to have met the

academic preparation requirement.

Maintaining AQ Status, to maintain AQ status, every five years faculty members must publish at least two articles or equivalent intellectual contributions, including scholarly books, research monographs, or sections/chapters of such publications, subject to peer review. Other published contributions may also be considered if they have the potential for scholarly impact. Overall, 60% of faculty are expected to maintain AQ status; however faculty teaching in the doctoral program are expected to maintain AQ status via discipline based research in peer-reviewed publications.

Faculty whose principal teaching assignments are in discipline-specific master’s, professional programs (MBA and MS in Entrepreneurship), and the undergraduate program may develop a portfolio of peer review intellectual contributions that includes discipline-based research, contributions to practice, and contributions to learning/pedagogy. Faculty who have recently completed a doctorate are  considered AQ for five years from the date of the degree; doctoral students who have completed at least 18 graduate hours in their disciplines maintain their AQ status for three years beyond the completion of their comprehensive exams.

http://www.usf.edu/business/documents/about/academic-professionally-qualified-faculty.pdf

Dear Jorge Morales Pedraza

I like the way you answer.

I was thinking that, to be academically qualified (AQ) the faculty member must be or have:

1. Possesses a doctoral degree in (or related to) the field in which he /she is teaching and has completed at least Two peer reviewed publications in international journals over the past 5 years. Or

2. Has completed at least two peer reviewed publication over the past 5 years in international journal and two participation in an international or regional conferences. Or

3. Has completed at least 4 peer reviewed publications in regional and local Journals over the past 5 years.

So it depends on the policy of the university.

It is strongly depends on the country where the university exists. There are totally different approaches about the same position.

Dear Shafig. Many thanks for your positive comments on my remarks. Yes, indeed you are right, the conditions for AQ depends on the university policy in force. Of course, you can find similarities in several universities, but also some differences. These differences could be bigger when you compare universities located in different countries of different regions and also if the university is lcated in a developed or in a developing country.

My impression is that a perfect method does not exist. A miscellaneous of scientific level of publications (not only impact score, but also citations and continuity in publishing is necessary as well as the ability to transmit knowledge (this point may be assessed using student's opinion and the long term results of teaching on student careers). In the field of Medicine, it may be useful also to evaluate the ability in manging patient's disorders and the organisation of a Hospital Unit.

Thank you for your valuable contribution.

Let me say that any collage can put any Target for AQ in the instructions and regulations, but the most important is to to achieve the target.  

Qualifications and Maintenance Expectations for Academically Qualified Faculty

Original Academic Preparation

A faculty member must meet one of the following descriptions of original academic preparation to be considered academically qualified:

1. A doctoral degree in the field in which the individual teaches. This includes a Juris Doctor (J.D.) degree for teaching business law courses.

2. A doctoral degree in business that is outside of the individual’s primary field of teaching, but with sufficient additional academic and/or professional preparation for the individual’s instructional responsibilities.

3. A doctoral degree outside business, but primarily teaching responsibilities that incorporate the area of academic preparation, and with sufficient academic and/or professional preparation for the individual’s instructional responsibilities.

4. A doctoral degree outside of business and primary teaching responsibilities that do not incorporate the area of academic preparation, but with sufficient academic and/or professional preparation for the individual’s instructional responsibilities.

5. A specialized graduate degree in taxation. Individuals with a graduate degree in taxation or a combination of graduate degrees in law and accounting will be considered academically qualified to teach taxation.

6. Substantial specialized graduate coursework in the field of primary teaching responsibilities, but no research doctoral degree. Most commonly, this would cover individuals currently pursuing a business degree in the area of instructional responsibilities, while they are at the ABD stage. This condition would justify initial academically qualified status for no more than three years following the completion of doctoral comprehensive examinations.

Having successfully met the requirements for an initial academically qualified designation under items 1through 5 above, a faculty member automatically retains such designation for a period of five years past  the year of degree completion. A faculty member who initially meets academically qualified status under item 6 above, automatically retains such designation for a period of three years.

Maintenance of Academically Qualified Status

A faculty member that meets the original academic preparation for being academically qualified will maintain academically qualified status if, over the most recent five-year period, he or she has completed at least three (3) academic maintenance activities, of which at least two (2) must be a refereed journal articles.

The academic maintenance activities are defined as follows:

1. Published article in a refereed journal that is publicly available either physically or electronically. The articles can be either discipline based, a contribution to practice, or learning and pedagogical based.

2. Published proceedings from a top scholarly meeting that is publicly available either physically or electronically

3. Publishing the second or higher, edition of a textbook (or evidence that the first edition has been widely accepted by other schools).

4. Publishing a chapter in a peer-reviewed scholarly book.

5. Presentation of an article at a top academic conference meeting.

6. Completion of a publicly available research report from a funded grant

Faculty members that regularly teach masters courses are required to be academically qualified at a level above the minimum academically qualified standard specified above.

Standards for Faculty Sufficiency & Faculty Qualifications, College Council approved Nov 18 2009  http://www.aacsb.edu

ACADEMICALLY & PROFESSIONALLY QUALIFIED

Faculty members can maintain their academic qualifications through a variety of efforts including production of intellectual contributions, professional development activities, and current professional experience. In order to remain academically qualified, faculty members must have achieved 2 refereed journal articles during the preceding 5 year period and have met the standards for Level 2 set forth in the annual merit review process for teaching during the preceding 5 year period. 

Faculty hired because of their professional qualifications may often engage in different activities to maintain currency and relevance than academically qualified faculty members. In order to remain professionally qualified, faculty members  must have met the standards for Level 2 set forth in the annual merit review process for teaching and maintain active involvement in their profession. Such active involvement could include things such as continued consulting/work experience, active involvement in professional organizations, maintaining professional certifications, presenting at professional seminars, attending professional association meetings or conferences, or taking courses relevant to their area of teaching.

https://lsbe.d.umn.edu/dean/aqpqdefinition.php

http://www.uttyler.edu/cbt/includes/AQ-PQ%20Standards.pdf

I think it should be in a specific number .

Number of researches, conferences, ...etc

The field of business is dynamic and in order to remain academically qualified, faculty must augment their original academic preparation with activities that demonstrate they have maintained or had additional preparation for their current teaching responsibilities. At the time of the Annual Faculty Review in the Spring Quarter, the faculty member’s status as an Academically Qualified Faculty Member will be evaluated.

Graduate Faculty. Any faculty member meeting the College’s requirements to be a member of the Graduate Faculty (Doctoral or Masters—see College of Business Selection and Review of the Graduate Faculty) will be deemed as Academically Qualified (for Doctoral or Masters respectively).

Faculty Not Appointed to the Graduate Faculty. Faculty members not meeting the requirements to serve on the Graduate Faculty may teach at the undergraduate level only. To be Academically Qualified the faculty member must have (a) one refereed journal article during the past five years OR (b) evidence of currency through such activities as the following during the past five years:

Presentation or proceedings at a conference

External or internal grant/contract

Development and dissemination of a case study

Development and presentation of discipline - related professional development course for a professional audience

Service on an editorial board

Service as a board member or officer in a national and/or regional academic or professional organization

Journal editorship

Significant consulting activities.

Administrators. Administrators may maintain their status as Academically Qualified as noted above or through faculty development activities that support their  administrative role. The activities should be substantive and relevant to the role the administrator plays in support of the College of Business’ mission.

http://www.business.latech.edu/fac-staff/Policies/pdf_files/Faculty_Credentials_Staffing.pdf

I agree with you Dr Krishnan Umachandran.

Regards!

He is scientifically proficient in the material he studies in addition to his cleverness and his ability to lecture

background

emotional quotient

attitude