Research, teaching, and service in promotion and tenure decisions of accounting faculty

Street, Donna L.; Baril, Charles P.; Benke, Ralph L.

doi:10.1016/0748-5751(93)90017-d

Cited by 30 publications

(12 citation statements)

References 6 publications

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“…The relative importance of each aspect often varies with the specific needs of the organisation at a particular point in time, the urgency of those needs as well as the research intensity of the university (Street et al, 1993;Higher Education Academy, 2009). These aspects are conditioned by a whole range of essentially random factors, including the characteristics of the set of applicants.…”

Section: Pre-eminent Role Of Researchmentioning

confidence: 99%

Publication Records of Faculty Promoted to Professor: Evidence from the UK Accounting and Finance Academic Community

Beattie

Goodacre

2010

SSRN Journal

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This study investigates the publication profiles of 140 accounting and finance faculty promoted to the senior rank of professor at UK and Irish universities during the period 1992 to 2007. On average, approximately 9 papers in Association of Business Schools (ABS) (2008)-listed journals, with 5 at the highest 3*/4* quality levels in a portfolio of 20 outputs are required for promotion to professor. Multivariate analysis provides evidence that publication requirements in terms of ABS ranked journal papers have increased over time, an effect attributed to the government research assessment exercise. There is no evidence that requirements differ for: internal versus external promotion, male versus female candidates; accounting versus finance professors, research intensity of institution peer group; or government research ranking of unit. There is also no evidence of a substitution effect in relation to increased recent publication history, quantity of non-ABS outputs or soleauthorship, all of which show a significant complementary effect. It is noted that there is very limited overlap in the UK and US publication journal sets, suggesting underlying geographically-based paradigm differences. The benchmarks provided in this study are informative in a range of decision settings: recruitment; those considering making an application for promotion to a chair and those involved in promotion panels; cross-disciplinary comparisons; and resource allocation. The evidence presented also contributes to the emerging policy debates concerning the aging demographic profile of accounting faculty, the management of academic labour and the Research Excellence Framework.

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Section: Pre-eminent Role Of Researchmentioning

confidence: 99%

Publication Records of Faculty Promoted to Professor: Evidence from the UK Accounting and Finance Academic Community

Beattie

Goodacre

2010

SSRN Journal

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“…However, service is generally rated as less important than either research or teaching and is less likely to lead to career advancement within an institution. In research intensive institutions, the publication of research is a primary vehicle for advancement for the vast majority of faculty, and in non-doctoral granting institutions, teaching is emphasized more heavily (Street, Baril, & Benke, 1993). Service, while a factor in performance reviews, is generally ranked after research and teaching in importance.…”

Section: Introductionmentioning

confidence: 99%

Faculty Service Loads and Gender: Are Women Taking Care of the Academic Family?

2017

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents inIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. This paper investigates the amount of academic service performed by female versus male faculty. We use 2012 data from an online annual performance reporting system for tenured and tenure-track faculty at two campuses of a large public, Midwestern university as well as 2014 data from a large national survey of faculty at more than 140 institutions. We find evidence in both data sources that women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male-female differential is driven primarily by internal service -i.e., service to the university, campus, or department -rather than external service -i.e., service to the local, national, and international communities. JEL Classification:I23

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“…Another strand of literature underlined that the conflict between teaching and research contributes to the failure of accounting education to provide accounting graduates with the competencies expected of them by the profession (Street, Baril & Benke, 1993;Manakyan & Tanner, 1994;Lindsay & Campbell, 1995;Murdoch & Guy, 2002;Duncan & Schmutte, 2006;Hill & Milner, 2007). Several scholars (Kerr, 1975;Schultz, Meade & Khurana, 1989;Tang & Chamberlain, 1997;Porter & Carr, 1999), pointed out that the evaluation of academic performance is based on the quality of research and publications; thus, this reward system provides little incentive for academics to develop new teaching programs (Marsh & Hattie, 2002;Hardré & Collmann, 2012).…”

Section: Professional Skill Expectationsmentioning

confidence: 99%

“…It is worth highlighting how there are different studies on the factors that increase the gap in expectations; some of them are focused on subjects that perceive the gap: academics and employers (Armitage, 1991;Novin, Fetyko, & Tucker, 1997;Theuri & Gunn, 1998;Francis & Minchington, 1999) and students (Shivaswamy & Hanks, 1985a, 1985bKochanek & Norgaard, 1985;Felton, Buhr & Northey, 1994;Marriott & Marriott, 2003;Sikka et al, 2007); while other studies highlight the institutional constraints (Street, Baril & Benke, 1993;Manakyan & Tanner, 1994;Lindsay & Campbell, 1995;Murdoch & Guy, 2002;Duncan & Schmutte, 2006;Hill & Milner, 2007) as well as the ineffectiveness of university teaching (Wolk, Schmidt & Sweeney, 1997;Swain & Stout, 2000).…”

Section: Introductionmentioning

confidence: 99%

Accounting Education for Professional Accountants: Evidence from Italy

Lucianelli¹,

Citro²

2018

IJBM

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In the last years, the worldwide changes in global, political and financial contexts have gradually modified the approaches to the accounting of national governments and international institutions. In this varying scenario, the International Accounting Standard Board (IASB) and consequently national governments have introduced new accounting standards along with related regulatory changes. These issues are of ever-growing importance when considering that the International Accounting Education Standards Board (IAESB) has recently developed "The basis for conclusions document for 2017-2021 IAESB Strategy and 2017 Work Plan" (IAESB, 2017 with the aim of informing the Board's deliberations on its future strategy and priorities about the future expectations of professional competence. The aim of this paper is to report the findings of an empirical study on this topic and address the following research question: what are professional accountants' views on quality in accounting education? This primary research question is expanded to consider professional accountants' beliefs on the present (what is necessary for their workplace) and future (what will be necessary for their workplace) with respect to quality in accounting education. The survey highlights how professional accountants have more expectations than in the past about their skills. The majority of professional accountants have been transforming themselves into business consultants since they are now required to offer more services than accounting and taxation consultancy. Consequently, there is a growing demand for cooperation with the university world in order to broaden the programs of accounting education with new technical competencies for undergraduate and postgraduate degrees.

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Research, teaching, and service in promotion and tenure decisions of accounting faculty

Cited by 30 publications

References 6 publications

Publication Records of Faculty Promoted to Professor: Evidence from the UK Accounting and Finance Academic Community

Publication Records of Faculty Promoted to Professor: Evidence from the UK Accounting and Finance Academic Community

Faculty Service Loads and Gender: Are Women Taking Care of the Academic Family?

Accounting Education for Professional Accountants: Evidence from Italy

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