Perceptions of promotion and tenure criteria: A survey of accounting educators

Campbell, David; Gaertner, James F.; Vecchio, Robert P.

doi:10.1016/0748-5751(83)90031-3

Cited by 26 publications

(10 citation statements)

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“…The transition of accounting education from an enterprise primarily focused on teaching to one heavily oriented toward scholarship has been noted by many who have studied the academic accounting reward structure (Campbell et al, 1983;Schultz et al, 1989). Notwithstanding the job security offered to those tenured under previous regimes, this transition has created tensions within accounting departments, usually along generational lines (Henderson et al, 1990).…”

Section: The Milieu Of Faculty Evaluationmentioning

confidence: 95%

Faculty evaluation as a social dilemma: a game theoretic approach

Grant¹,

Fogarty²

1998

Accounting Education

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This paper considers issues pertaining to accounting faculty performance evaluation as it is generally applied in the United States. How performance is evaluated is a question of interest to all stakeholders in the enterprise of accounting education, particularly in the light of recent changes in the educational environment. Some characteristics of faculty performance evaluation are institutionspecific. For example, the number of years of service required before a tenure decision can vary across universities, and the level of formality in the evaluation process is not uniform. Furthermore, some business schools do not use the separate academic department structure. Regardless of these differences, evaluation is typically a function of the faculty member's research, teaching, and service contributions, and precise expectations are rarely fully specified, leaving open the question of just how any particular contributions are evaluated. We use game theory to create a model of faculty efforts and outcomes within a social dilemma; and we develop interdependent social dilemmas, two social dilemmas played simultaneously. Within accounting academia, these two dilemmas represent the resource allocation among departments within a business school, and the payoff scenarios facing individual faculty within an accounting department. The interdependence arises because the payoffs available in each dilemma simultaneously depend on the outcome of the other. Our model highlights the dependence of group performance and resulting resource availability on the distribution of faculty efforts toward the attainment of personal and collective goals. The results indicate the possibility of increasing the resources available to all by recognizing a broader definition of faculty contribution. Placing faculty evaluation within the social dilemma context can improve both departmental and individual outcomes by encouraging both collective and individual efforts.Faculty, Performance, Evaluation, Research, Teaching, Service, Tenure, Interdependent, Social Dilemma, Game Theory, Resources,

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Section: The Milieu Of Faculty Evaluationmentioning

confidence: 95%

Faculty evaluation as a social dilemma: a game theoretic approach

Grant¹,

Fogarty²

1998

Accounting Education

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show abstract

“…Faculty evaluators often do not share scholarship interests or expertise with the faculty they evaluate, though it is clear that quality assessments are made when evaluating faculty intellectual contributions (AACSB, 2003;Campbell et al, 1983). In these situations, evaluators are likely to consult better informed faculty and published journal-ranking lists.…”

Section: Implications and Limitationsmentioning

confidence: 98%

“…doi:10.1016/j.jaccedu.2004.09.002 Gaertner, & Vecchio, 1983;Jolly, Schroeder, & Spear, 1995;Schultz, Mead, & Khurana, 1989;Street & Baril, 1995; and literature reviews by Apostolou, Watson, Hassell, & Webber, 2001;Rebele et al, 1998;Reinstein & Hasselback, 1997;Watson, Apostolou, Hassell, & Webber, 2003). Administrators also have an interest in the scholarly output of faculty, in part, because accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB) require faculty of accredited programs to produce intellectual contributions (AACSB, 2004).…”

Section: Introductionmentioning

confidence: 96%

Faculty perceptions of journals: quality and publishing feasibility

Herron

Hall

2004

Journal of Accounting Education

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“…And within the category of publishing, publishing articles in scholarly journals (for other researchers) is considered more important than publishing textbooks (for students), and both of these activities carry far more weight than publishing essays in the popular media (for the general populace) -an activity typically deemed utterly insignificant for the purposes of tenure and promotion review. Finally, within the category of publishing scholarly works, publishing purely theoretical articles often ranks above publishing articles which "merely" apply theory to a problem and, typically, both of these rank above publishing educationally oriented articles [17]. Thus, one fmds the pattern of prioritizing research over teaching and service replicated within the relative rankings of subspecies of research itself.…”

Section: The Prevailing Criteria For Tenure and Promolionmentioning

confidence: 99%