  Research articles can support teaching by introducing the latest expert
thinking on relevant topics and trends and describing practical real-world case
studies to encourage discussion and analysis. However, from the point of view
of the instructor, a common challenge is identifying the most suitable papers
for classroom teaching amongst a very large pool of potential candidates that
are not typically written for teaching purposes. Further, even in
practice-oriented disciplines such as Information Security Management (ISM),
high-quality journals emphasise theoretical contribution and research method
rather than relevance to practice. Our review of the relevant literature did
not find a comprehensive set of criteria to assist instructors in evaluating
the suitability of research articles to teaching. Therefore, this
research-in-progress paper presents a framework to support academics in the
process of evaluating the suitability of research articles for their teaching
programs.
