2017-2 Best Instructor

Best Instructor Selection Process

A total of 175 instructors and co-instructors teaching at 144 universities in 39 countries whose students took part in the 2017-2 round of the X-Culture competition were considered for the Best Instructor Award.

About 100 of those instructors did an absolutely outstanding job: their students came in well prepared; they provided excellent support to their students throughout the project; they managed all the paperwork diligently and effectively; and they completed all their duties – from report evaluations to serving on various committees – very diligently.

They all deserve a BIG THANK YOU! Their universities can be proud of such having such professors.

However, some groups of students did better than others and some instructors went the extra mile to help their students and make X-Culture a success. Those few deserve a special recognition.

Each instructor was rated and ranked along 124 performance variables.

The most important factor was the class-average performance. Ultimately, it is all about student performance. Student ratings in terms of effort, intellectual contribution, collegiality, as well as the personal share of the work completed by the students in the total work completed by their teams all were taken into account. Thus, to a large degree this Award goes to the best class/university, rather than an individual instructor.

However, a number of additional instructor-specific factors were also considered:

Class-average student diligence as measured by students’ ability to meet deadlines and submit weekly progress reports were given a substantial weight.

Class-average report quality and plagiarism statistics were also taken into account, but weighted less because the quality of the team report and originality of the report (absence of plagiarism) was affected not only by the students of the instructor in question, but 4-7 students from other universities.

A number of indicators of the instructors’ personal performance were also considered and given a substantial weight: from the quality of preparation of the pre-project materials (e.g., student rosters, accuracy of the names and email addresses, etc.), to the quality of the report evaluations submitted by the instructors at the end of the project (reliability of the ratings, depth and quality of the feedback). Additional help provided by the instructor, such as help with webinars, symposia, and training material development were also taken into account.

The class size and the level of study were also considered to acknowledge the fact that ensuring high level of performance in large undergraduate courses may be more challenging than in small graduate courses.

After all 175 instructors were ranked on each of the 124 variables, it was impossible to select one best instructor. However, a small group emerged who ranked almost perfectly on the vast majority of the dimensions.

The list of 30 professors who ranked the highest overall are provided below in alphabetical order.

We deliberately do not rank them from 1 to 30. First, they all did an outstanding job as instructors. Second, such rankings could change substantially depending on which particular variables are given more weight.

It is important to note that there was no clear gap between the “best” and the “rest” groups. At least 50 other instructors received excellent evaluations along all dimensions, including very positive student performance reviews and exceptional diligence and helpfulness throughout the semester. But the line had to be drawn somewhere and if we had to select a smaller group of instructors whose performance was even better than that of the rest, these 30 are our 2018-1 Best Instructor Award recipients.

(sorted alphabetically by country)

Filip De Beule, KU Leuven University, Belgium
Adam H. Cave, NAIT (Northern Alberta Institute of Technology), Canada
Abdulrahman Chikhouni , Mount Royal University , Canada
Andres Aguilera, Universidad EAN, Colombia
Noemie Dominguez, University of Lyon, France
Elena Choquet, ESTICE, France
Ana Colovic, NEOMA Business School, France
Dirk Fischbach, Hochschule Harz – University of Applied Sciences, Germany
Vincenzo Pisano, University of Catania, Italy
Donatella Depperu, Università Cattolica del Sacro Cuore, Italy
Carolyn Erdener, KIMEP University, Kazakhstan
Esha Mendiratta, University of Groningen, Netherland
Urooj Zulfiqar, University Of Lahore,Gujrat Campus, Pakistan
Ashar Saleem, Institute of Business Administration (IBA), Pakistan
Ana Maria Soares, University of Minho, Portugal
Dirk Morschett (with Eric Davoine), University of Fribourg/Switzerland, Switzerlad
Lynn Leng Khim Lim, University of Applied Sciences and Arts Northwestern Switzerland FHNW, Switzerland
Sharon Southcott, Coventry University, UK
Alexandrina Maria Pauceanu, Higher College of Technology Ras Al Khaimah, United Arab Emirates
Cliff Wymbs, Baruch College CUNY, USA
Daniel Rottig, Florida Atlantic University, USA
David S. Baker, University of Louisiana at Lafayette, USA
Lina Deng, University of Wisconsin, USA
Alexander Assouad, Belmont University, USA
Bell Valerie, Merrimack College, USA
Sandra Graca, Eckerd College, USA
Srdan Zdravkovic , Bryant University , USA
Anshu Arora, Wilkes University, USA
Peter Magnusson, University of Alabama, USA
Raina Rutti, Dalton State, USA