Lessons Not Learned: Why is There <i>Still</i> a Crisis-Level Shortage of Accounting Ph.D.s?

Plumlee, R. David; Reckers, Philip M.J.

doi:10.2308/acch-50703

Cited by 42 publications

(26 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Currently, there is both a well documented shortage of doctorally qualified accounting faculty (Association to Advance Collegiate Schools of Business (AACSB) International, 2003;Leslie, 2008;Pathways Commission, 2012;Plumlee and Reckers, 2014;Plumlee, Kachelmeier, Madeo, Pratt, & Krull, 2006) and a growing call for accounting research and teaching to become more industry relevant (Pathways Commission, 2012). The shortage of doctorally qualified accounting faculty, in combination with the desire to make accounting education more relevant to practice, suggests great benefit from increasing the number of practicing accountants choosing to pursue doctoral degrees and/or attracting practicing accountants into non-doctoral academic careers.…”

Section: Introductionmentioning

confidence: 97%

“…In addition to the focus on AACSB accreditation issues, it is important to note that the accounting doctorate shortage affects smaller, non-AACSB accredited institutions most severely (Plumlee & Reckers, 2014), and the need for the practice relevance expressed by the Pathways Commission is important to all institutions of higher learning, regardless of accreditation status. Thus, the issues related to PO faculty and practice relevance are not simply AACSB accreditation related; rather, these issues are relevant to institutions across the spectrum.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Examining the perceptions of professionally oriented accounting faculty

Boyle

Carpenter

Hermanson

et al. 2015

Journal of Accounting Education

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Examining the perceptions of professionally oriented accounting faculty

Boyle

Carpenter

Hermanson

et al. 2015

Journal of Accounting Education

View full text Add to dashboard Cite

“…While the policies that may (or may not) exist within academic institutions would apply across all disciplines, faculty within the business disciplines may find the existence of such family-friendly policies to have more significance. Many of the business disciplines, such as accounting and finance, are facing extreme shortages in available terminally-qualified candidates (Plumlee & Reckers, 2014). Several measures are being developed to attract and retain faculty (Boyle, Carpenter, & Hermanson, 2014;Hunt & Jones, 2015;Fish, Becker, & Miller, 2017).…”

Section: Background and Previous Researchmentioning

confidence: 99%

Tenure clock policy transparency for biological clock (family friendly) events

McEacharn¹,

Boswell²,

Chauhan³

et al. 2019

AIJ

View full text Add to dashboard Cite

The intention of this study is to investigate the transparency of information on university websites regarding the policies in place related to leave and/or tenure clock extensions for child-related events such as childbirth, adoption, or placement of a foster child. The main purpose is to improve awareness about the policies existing in academia related to these events. The secondary purpose is to determine whether major institutional characteristics affect the family-friendly policies of these institutions. Nearly 80% of the institutions studied communicated some type of information on their website related to tenure clock extension policies. An analysis of the data from these colleges/universities is provided so that other institutions who are developing or reviewing their own policies are aware of the typical policies provided by other institutions. The study found significant differences in policy availability and attributes based on major institutional characteristics.

show abstract

“…Mennicken, 2008). However the problem of the "lessons not learned" (Plumlee et al, 2014) is still inherent. One of the main issues is seen in misunderstanding of the basic terms and principles by the global accounting network actors due to the cultural, linguistic and educational traditions.…”

Section: Introductionmentioning

confidence: 99%

Difficulties in IFRS Translations and Communicating of Financial Information: Case of Non-English Speaking Countries.

Vysotskaya¹

2020

Preprint

View full text Add to dashboard Cite

This paper examines the challenges that non-English speaking countries are facing while communicating their financial information prepared under International Financial Reporting Standards (IFRS). It also considers the difficulties in teaching the IFRS issues to non-English speakers. From the one hand, the research addresses the nature of the challenges which emerge through the linguistic translations of the IFRS. From anotherit explores some of the procedures that are aimed to respond to these challenges. We consider this paper to be of a particular interest for the non-English natives that use Financial Reports prepared under the IFRS, which include: the academics, practitioners and rulemakers. As it underpins the peculiarities of the teaching and communicating process in non-English speaking countries. The IFRS are proposed, discussed and issued by IASB and interested users in English, afterwards the standards go through the multi-language translations. We found an under investigated research area on how to produce the same quality regulation and teaching, as well as how to achieve the comparability in non-English speaking countries. Recent literature on the issue shows the importance of delivering a consistent and coherent message through the financial reports. The purpose of this paper is to examine the experience from an accounting language perspective in Balto-Slavic and Koreanic language families. This particular choice is explained by non-belonging of these languages to a Germanic language family. The discussion is based on observation of the changes in accounting regulations along with the approaches to the accounting education. The results indicate that the IFRS adoption process in the countries with non-German native languages differs from country to country and that it cannot be based on the literary or verbatim translations, but needs to fit local peculiarities and what is more importantto consider local educational traditions. Among the most important finding is that IFRS students do not have enough information on the IASB conceptual framework in average. This prevents them from the understanding their rights to express their view on the existing IASB initiatives. We have analysed the perceptions of a sample of non-English speaking students about their interest in IFRS and the challenges they face during the learning process. Thus, we hope that the paper will add to the existing literature by the research of the educational issues, which outline the fact, that the lack of the appropriately trained accountants leads to certain difficulties that occur among the non-English speakers. We also come to the conclusion that new generation of students are digital natives and thus existing methods of training need appropriate changes. The paper has further potential for spreading the discussion among the other non-English speaking countries. The limitations of the paper are viewed in the lack of local academic research on this theme provided in globally used and acknowledged databases. This leads to the diff...

show abstract

Lessons Not Learned: Why is There Still a Crisis-Level Shortage of Accounting Ph.D.s?

Cited by 42 publications

References 6 publications

Examining the perceptions of professionally oriented accounting faculty

Examining the perceptions of professionally oriented accounting faculty

Tenure clock policy transparency for biological clock (family friendly) events

Difficulties in IFRS Translations and Communicating of Financial Information: Case of Non-English Speaking Countries.

Contact Info

Product

Resources

About