As both indigenous and foreign universities increasingly move to satisfy China’s steeply growing demand for management education, an understanding of what Chinese students regard as being the most important aspects of an effective MBA teacher will be crucial. This is especially the case in view of traditional Confucianist informed Chinese teaching and learning approaches, which do not necessarily accord with Western, especially MBA, pedagogical methods. Using data from 113 Chinese MBA students in Hong Kong—a city argued by scholars to be used by Mainland China as a window on Western-derived educational practices—this article shows what are considered to be key aspects of an exceptionally good MBA teacher from a Chinese perspective. It also highlights significant differences in views by gender, age, and educational background.
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