Faculty, who teach at a business school, see themselves as demands increase over the part of the faculty. The increased demands are in the increasing demands of the so-called soft skills that win in today’s labor market, more and more important, however, Curriculum not or hardly occurs, and to the improvement and optimization which each person must take care of itself.
The Business School is certain expectations in this respect to his teachers. It is expected that the teacher perceives his teacher behavior differentiated. The fact that teachers are gets to know better and judge. Lecturers at a business school are brought up to the fact that they can recognize the thoughts, feelings and needs of their participants better. Lecturers at a business school are aware of their perceptions. Their diagnostic skills improved.
The behavior of professors at a business school is so controlled and produces timely and less often by unreflected reaction to the many stimuli that are sent by the participants. The teaching behavior is also more flexible. The lecturer of the Business School is aware of his own background and expectations can replace them with appropriate expectations. Standard of teaching situations at the Business School will see through them in respect of the hidden secretive approach theory. Standard situations can be redesigned or will be eliminated if they work against the intentions. The teachers take about one of their own behavior a decidedly reflective position. This position must be designated as an active problem-solving. Lecturers at the Business School to learn as to distinguish their individual professional skills and to designate. The lecturers stressed behavior gets a cognitive structure. A reference system for perceptions created in the classroom.
