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Business Teachers, Postsecondary

SOC 25-1011.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary business faculty practice across teaching, curriculum design, scholarly research, and academic leadership in university and professional-education settings requiring advanced graduate preparation.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Undergraduate course lectures — deliver structured presentations on foundational business topics such as introductory accounting or marketing principles under faculty mentorship in a university classroom setting.
  2. Course syllabi and handouts — prepare basic instructional materials following departmental templates and guidelines for an assigned undergraduate course.
  3. Student assignments and examinations — evaluate and assign grades using established rubrics provided by the supervising faculty member or department.
  4. Classroom discussions — initiate and facilitate guided conversations on business case studies with undergraduate students under the guidance of a senior faculty mentor.
  5. Student attendance and grade records — maintain accurate documentation in the institution's learning management system in compliance with departmental policies.
  6. Current business literature — read and summarize recent journal articles and trade publications to incorporate relevant developments into course preparation.
  7. Professional conferences and associations — attend discipline-specific academic events to begin building scholarly networks and awareness of emerging research.
  8. Research projects — contribute to faculty-led investigations in a designated business field, assisting with data collection and literature review under direct supervision.
  9. Word processing and spreadsheet software — use standard academic productivity tools to draft course materials, record grades, and organize instructional content.
  10. Learning management platforms — upload course materials, post announcements, and respond to student inquiries through institutional software such as a university LMS.
Developing
Mid-level / Established
  1. Undergraduate and graduate lectures — independently prepare and deliver topically rigorous sessions on subjects such as operations management or financial accounting across multiple course sections.
  2. Assignment and paper evaluation — assess student work across a full semester using self-developed rubrics that align with course learning outcomes in a business school context.
  3. Classroom discussion facilitation — moderate in-depth Socratic and case-method discussions, adjusting facilitation strategies in response to student engagement levels.
  4. Course materials and syllabi — design comprehensive syllabi, homework sequences, and supplementary handouts aligned with accreditation standards for postsecondary business programs.
  5. Field currency — stay current with developments in a business discipline by routinely reading peer-reviewed journals and participating actively in a professional academic association.
  6. Curriculum review — evaluate existing course content for relevance and rigor, proposing evidence-based revisions to the departmental curriculum committee.
  7. Student records management — maintain complete and timely attendance, participation, and grade records in compliance with FERPA regulations and institutional policy.
  8. Scholarly manuscripts — draft and submit research findings to peer-reviewed business journals or edited volumes, incorporating reviewer feedback through revision cycles.
  9. Analytical software — apply statistical or qualitative analysis tools to support research projects and to demonstrate data-driven decision-making methods to graduate students.
  10. Learning strategy adaptation — select and adjust instructional methods—including active learning, flipped classroom, and simulation exercises—to meet the varied needs of a diverse business student cohort.
Proficient
Senior / Expert IC
  1. Graduate and advanced undergraduate courses — autonomously design and deliver intellectually demanding instruction across the full spectrum of a business discipline, including non-routine or emerging topic areas.
  2. Complex student assessment — evaluate capstone projects, theses, and comprehensive examinations with nuanced feedback that advances both scholarly and professional competencies in business graduates.
  3. High-stakes classroom discourse — lead graduate seminars and executive-education discussions that challenge students to synthesize theory and practice in ambiguous, real-world business scenarios.
  4. Full curriculum design — independently develop new courses from conception through implementation, incorporating current research, industry trends, and AACSB or equivalent accreditation requirements.
  5. Sustained scholarly agenda — conduct original research in a specialized business field and publish peer-reviewed articles, book chapters, or monographs that advance knowledge in the discipline.
  6. Curriculum revision and quality assurance — systematically evaluate instructional effectiveness using student outcomes data and peer review, revising course content and pedagogy accordingly.
  7. Interdisciplinary collaboration — integrate perspectives from economics, law, psychology, and quantitative methods into course design and research, working autonomously across department boundaries.
  8. Mentorship of early-career faculty and doctoral students — provide substantive guidance on research design, publication strategy, and classroom effectiveness within the academic department.
  9. Professional thought leadership — present research at major national or international conferences and serve on editorial boards or review panels for peer-reviewed business journals.
  10. Institutional committee participation — contribute substantive expertise to faculty governance bodies, accreditation self-study teams, and program assessment committees at the college or university level.
Advanced
Lead / Principal / Executive
  1. Academic program vision — set the strategic direction for a business degree program or research concentration, aligning curriculum, faculty hiring, and resource allocation with institutional and industry priorities.
  2. Faculty development at scale — design and lead structured mentorship, peer observation, and pedagogical training programs that elevate teaching and research quality across an entire business faculty.
  3. Accreditation leadership — guide the institution through AACSB, ACBSP, or equivalent accreditation processes, authoring assurance-of-learning documentation and leading continuous improvement initiatives.
  4. Research center and grant leadership — establish and direct interdisciplinary research initiatives, securing external funding and coordinating multi-investigator projects that produce high-impact scholarship.
  5. Curriculum governance — lead college-wide or university-level curriculum committees to evaluate, redesign, and approve business programs in response to workforce trends and stakeholder feedback.
  6. Executive and corporate education strategy — develop and oversee customized professional development programs for industry partners, translating cutting-edge business research into executive learning experiences.
  7. Discipline-shaping scholarship — produce a body of work—books, landmark journal articles, or policy-relevant reports—that meaningfully shifts theory or practice within a business domain.
  8. Institutional academic policy — advise provosts, deans, and board-level governance bodies on matters of academic standards, faculty affairs, and strategic academic partnerships at organizational scale.
  9. National and international scholarly influence — chair major conference programs, lead professional associations, and represent the institution's research agenda in policy and industry forums.
  10. Complex problem-solving in higher education — analyze systemic challenges such as enrollment shifts, technology disruption, or workforce evolution, and develop evidence-based institutional responses that position the business school for long-term excellence.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

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Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Source anchors that ground each statement

Related titles
Accountancy Professor · Accounting Instructor · Accounting Professor · Accounting Teacher · Adjunct Business Professor · Adjunct Instructor · Adjunct Lecturer · Advertising Teacher · Assistant Professor · Associate Professor · Banking Instructor · Banking Teacher
RAPIDS apprenticeships
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O*NET skills
SpeakingInstructingLearning StrategiesReading ComprehensionWritingActive ListeningCritical ThinkingActive LearningMonitoringComplex Problem SolvingJudgment and Decision MakingTime ManagementSocial PerceptivenessSystems AnalysisSystems EvaluationMathematicsCoordination
Knowledge domains
English LanguageEducation and TrainingAdministration and ManagementEconomics and AccountingMathematicsLaw and GovernmentComputers and ElectronicsCustomer and Personal ServicePersonnel and Human ResourcesCommunications and MediaPsychologyAdministrative
Abilities
Oral ExpressionSpeech ClarityWritten ComprehensionWritten ExpressionOral ComprehensionDeductive ReasoningInductive ReasoningSpeech RecognitionProblem SensitivityNear Vision
Work styles
Intellectual CuriosityDependabilitySocial OrientationAchievement OrientationIntegrityCooperation
Technology
Computer based training softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareElectronic mail softwareWeb platform development softwareAnalytical or scientific softwareOptical character reader OCR or scanning softwareSpreadsheet softwareOffice suite software
Tasks · seed anchors for statements
  1. Prepare and deliver lectures to undergraduate or graduate students on topics such as financial accounting, principles of marketing, and operations management.
  2. Evaluate and grade students' class work, assignments, and papers.
  3. Initiate, facilitate, and moderate classroom discussions.
  4. Prepare course materials, such as syllabi, homework assignments, and handouts.
  5. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional organizations and conferences.
  6. Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
  7. Maintain student attendance records, grades, and other required records.
  8. Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
CIP education codes
13.130313.131030.160130.280130.710451.070252.010152.020152.020252.020352.020552.020652.021052.021152.021252.021352.030152.030352.030452.030552.050152.059952.070152.070252.080152.080452.080652.080752.080852.081052.090952.100152.100252.100352.100452.110152.130152.130252.130452.140152.140252.140352.140452.149952.170152.180152.200252.209952.2101

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me®, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith™ Durable Skills Framework. © 2026 EBSCOed.