The decline of the professionally-qualified accounting academic: Recruitment into the accounting academic community

The profile of the accounting academic has changed in recent years. The earliest academics were often recruited from the accountancy profession. Now the typical accounting academic recruit has a profile similar to the rest of the university, with the PhD being the qualification of choice. The reasons for this trend are examined using a cultural and institutional logics framework. The recruitment context and the institutional changes impacting on recruitment in accounting in academia are explored through the views of heads of department who have knowledge of both their institution’s recruitment policies and of the requirements of their discipline. As the research assessment process appears to be a driver of changing recruitment patterns, recruitment is considered in contrasting contexts: Scotland, where periodic research assessment takes place in both old and new universities, and the Republic of Ireland which does not have such a process. Despite differences in the views expressed by heads in these different contexts and differences in their research environments, the trend in all sectors is towards the recruitment (Scotland) or development (Republic of Ireland) of PhD holders rather than professionally qualified staff. The consequences for the nature of the discipline are discussed.     

Characteristics of High- and Low-performing University Departments as Assessed by the New Zealand Performance Based Research Funding (PBRF) Exercise

This study is concerned with the performance of university academic departments and the different cultures and different management practices, labelled 'human resource management' (HRM), that correlate with this performance. Departments are considered high or low research performers according to their assessment by the external Performance Based Research Funding (PBRF) exercise, and the study aims to see if the practices and culture in high performers differs to those in the low performers. Seven academic departments classified as being high or low performers were examined. In-depth interviews were conducted with heads and faculty from each department. Using content analysis, the features present in successful departments and absent from lesser performing departments were identified. These included a strong culture comprising collegiality and a quality focus, along with an emphasis on recruiting for high performance and fit, as well as an enabling environment promoting autonomous work habits .     

Developing a Community of Practice: Michael Gaffikin and Critical Accounting Research

This paper demonstrates the role of a community of practice in academic endeavour, focusing on the influence of place and the role of thought leaders in guiding academic development. This is illustrated with reference to the influence of Emeritus Professor Michael Gaffikin in establishing a critical accounting community of practice at the University of Wollongong (UOW) through his PhD supervisions. Social network analysis (SNA) is used to visualize the 43 PhD supervisions undertaken by Gaffikin during his career, and subsequent PhD supervisions of his students, and students of those students. SNA illustrates the structure of relationships, and the paths through which scholars learnt from one another, which we combine with qualitative analysis of recollections, acknowledgments, and doctoral theses. We demonstrate the role of Gaffikin, as the intellectual thought leader, and UOW, as the intellectual place, in the development of the critical accounting community of practice. The development of critical accounting scholarship was a function of Gaffikin's intellectual and professional leadership, which he executed through PhD supervision, the annual Doctoral Consortium, and his direction at UOW. This paper highlights the importance of local communities for the development of research agendas, and the influence of PhD supervisors on the professional development of students.     

Governance and compliance in accounting education in Vietnam – case of a public university

Prior research suggests that despite the mass development of higher education in Vietnam recently, the quality of higher education is declining. This study aims to understand the impact of the education reform on the quality of university accounting education by investigating the involvement of different stakeholders in accounting education within one leading university in Vietnam. The findings from the interviews of key stakeholders suggest that accounting education in Vietnam is driven by reduced state control, growing institutional autonomy and increasing external guidance. This has come at the expense of reduced academic self-governance as lecturers have discretion in curriculum delivery at the individual course level, but little input into the decision-making at the school or university level and minimal participation in the curriculum development process. The findings enable regulators and decision-makers to better understand the dynamics between stakeholders in accounting education to enhance accounting graduates’ competencies and outcomes.     

Patent quality and incentives at the patent office

Patent examination is a problem of moral hazard followed by adverse selection: examiners must have incentives to exert effort, but also to truthfully reveal the evidence they find. I develop a theoretical model to study the design of incentives for examiners. The model can explain the puzzling compensation scheme in use at the U.S. patent office, where examiners are essentially rewarded for granting patents, as well as the variation in compensation schemes and patent quality across patent offices. It also has implications for the retention of examiners and for administrative patent review.     

The development,implementation and operation of an undergraduate distance learning module in auditing: a teaching note

The development of a distance learning module, to be undertaken by students whilst out on work experience in a thick sandwich degree programme, was driven by the motive to maximize the students' time on placement, rather than the belief that the module could be more effectively taught in this manner. However, with many institutions offering work placement as an optional extension within a degree programme, our experiences may pave the way for introducing some academic input into the work placement. This paper outlines the development and operation of an auditing distance learning module, which is undertaken by students during their placement year in an Accounting and Finance degree in Scotland. The pitfalls of distance learning have been well documented and the profile of the cohort which would undertake the course exacerbated concerns. However, the Course Team have produced a model that has been implemented and is currently operating in a manner that has largely satisfied all respective stakeholders, (namely students, educators, employers, professional bodies, and external examiners). The data for the review was generated through informal discussions with the Course Team and a selection of employers. Focus groups with students were also conducted. These were deliberately unstructured in nature to facilitate the use of dialogue with which the participants were familiar. The rationale for this was to allow participants to identify and highlight salient issues as perceived by them, rather than to answer specific questions on topics that the authors believed to be of relevance.     

Classification of commercial bank loans through policy capturing

The judgmental policy of a group of national bank examiners in classifying commercial bank loans was identified using stepwise multiple discriminant analyses and was expressed in the form of a linear model. Credit scenarios (which were composed of both financial and non-financial cues) were presented to 24 national bank examiners at the Office of the Comptroller of the Currency (OCC) in Washington D.C. Each examiner received 20 scenarios and was asked to classify the scenarios in one of the five classifications used by the OCC. Based upon 75% of these observations, a linear discriminant model was developed using stepwise MDA analyses. The remaining observations were used to validate the model developed. Non-financial variables appeared to be important discriminators; the financial variable of industry comparison of the interest coverage ratio using cash flow was an excellent discriminatory variable; and industry comparisons and trends of financial variables appeared to be more important than the variables themselves. The model developed contained two of these variables: (a) an industry comparison of the interest coverage ratio using cash flow and (b) the trend of the debt/equity ratio.     

Producing Spaces for Academic Discourse: The Impact of Research Assessment Exercises and Journal Quality Rankings

This study examines the impact of national research assessment exercises (NRAEs) and associated journal quality rankings on the development, scope and sustainability of the academic journals in which accounting research is disseminated. The reported exploratory study focused on the United Kingdom (UK), Australia and New Zealand as three countries in which NRAEs are well developed or imminent. Data were collected via a survey of authors, interviews with journal editors, and feedback from publishers responsible for producing academic accounting journals.
The findings suggest that, despite cynicism around the reliability of published journal quality rankings, the entrenchment of NRAE 'rules' and journal quality perceptions has changed authors' submission choices and left lower ranked journals struggling with a diminished quantity and quality of submissions. A clear perception is that NRAEs have done little to improve the overall quality of the accounting literature, but are impeding the diversity, originality and practical relevance of accounting research.
Although strategies are suggested for meeting these challenges, they require strategic partnerships with publishers to enhance the profile and distribution of emerging journals, and depend on the willingness of accounting researchers to form supportive communities around journals that facilitate their research interests. The alternative may be a withering of the spaces for academic discourse, a stifling of innovation and a further entrenchment of current perceptions of what counts as 'quality' research.     

Competence-based Approaches to the Assessment of Professional Accountancy Training Work Experience Requirements: The ICAS Experience

Most professional accountancy bodies' qualification processes encompass three components: a prescribed programme of professional education, some form of work experience, and a formal final examination to determine professional competence. The International Federation of Accountants (IFAC) suggests that purely theoretical and knowledge-based education does not meet the needs of all employers. Thus professional bodies are encouraged to find ways to deliver and assess relevant competences in the most appropriate manner. Despite educationalists suggesting that performance measurements based on direct observation within the work place are more effective at measuring competences than traditional paper-based examinations, assessment strategies within the accountancy domain remain conservative. The Institute of Chartered Accountants of Scotland (ICAS) was one of the first professional bodies to introduce a competency-based approach to work based assessment in 1999 and subsequently undertook a review of the process in 2004. The data collected for the review was undertaken by way of a questionnaire to authorized training offices, in-depth interviews with employers, and discussions which emanated from a Working Party which included internal ICAS employees, an academic and a representative from a large accountancy firm. This paper presents the findings of the review, discusses the pertinent issues in relation to work based assessment and outlines the changes that were made to the competency-based approach adopted by ICAS. It concludes with recommendations for future practice.     

Financial and external reporting research: the broadening corporate governance challenge

This study provides a critical examination of contemporary financial and external reporting research from a corporate governance perspective. Adopting Hines' social constructionist approach to financial reporting, the study investigates research into accounting publishing patterns, published reviews of major subject areas within financial and external reporting research, and interviews a sample of accounting professors in British universities. The findings reveal a strong North American economics and finance-based positivist influence, a largely uncritical acceptance of accounting's subservience to the demands of the market, a reluctance to engage major policy questions and broader reporting constituencies. These appear to be conditioned to a large degree by internal features and pressures within the academic research community. Evidence is presented for greater attention to major environmental shifts impacting accounting and communities globally, a reinvigoration of researchers' direct engagement with reporting constituents in the field, a revisiting of major accounting, business, social and environmental policy questions, and a preparedness to address today's major corporate governance concerns of communities and governments.     

The use of on-line summative assessment in an undergraduate financial accounting course

According to the Quality Assurance Agency [QAA (2006). Section 6: Assessment of students, Code of practice for the assurance of academic quality and standards in higher education. <http://www.qaa.ac.uk/>. Accessed 14.03.2007] “Assessment describes any processes that appraise an individual’s knowledge, understanding, abilities or skills” and is inextricably linked to a course or programme’s intended learning outcomes. Assessment also has a fundamental effect on students’ learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. Computer-aided assessment (CAA) offers an option for “sustainable assessment” and provides opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. This paper reports the findings of a qualitative study where a series of on-line summative assessments were introduced into a first-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation, and engagement.     

Nigerian SMEs: Commitment and loyalty to their banks

Commitment has a crucial role to play in underpinning long-term business relationships, and as such, is well established in the related academic literature. Limited research does, however, exist pertaining to the specific relationships between SMEs and their banks. This paper presents and assesses commitment relationship framework that seeks to evaluate such relationships. Various validated scale-sets from the existing studies are combined here to assess commitment, advocacy and repurchase intention. Data were collected from 199 SMEs via interviews with owners or senior (financial) managers. Their assessment involved exploratory factor analysis to determine underlying data structure, with internal reliability assessment of the identified factors. Commitment is established around two components; affective and calculative, whilst advocacy and repurchase intention converge into a single behavioural intentions factor. The two-dimensional presentation of commitment and behavioural intentions are also distinct. Originality lies in the validation of commitment and behavioural intention constructs within this specific business arena and geographical location, as well as showcasing research that involves engagement with smaller organisations rather than their larger counterparts in the consideration of bank performance.     

A Critical Theory perspective on the pressures, contradictions and dilemmas faced by entry-level accounting academics

This paper is a study of the accounting academic labour market and workplace conditions. Its particular focus is on the pressures, contradictions and dilemmas experienced by junior (Levels A and B) accounting academics at Australian universities. It is argued that, due to work, personal and family pressures, many junior staff members may struggle to complete their PhD within a prescribed time frame. The reasons for this are discussed, as well as the likely effects. The Marxist concept of “alienation” is explored in detail to explain how a junior staff member's work “product” may take on a life of its own which stands up in opposition to her/him, to accuse her/him. The writings of the first-generation critical theorist, Herbert Marcuse, are used to suggest a radical path forward for the junior staff member. She/he is encouraged to take charge of her/his own destiny from within, value personal relationships, and pursue scholarship for its own sake. Opportunities for resistance are also explored in the paper.     

Is there cyclical bias in bank holding company risk ratings?

This paper examines whether bank holding company (BHC) risk ratings are asymmetrically assigned or biased over business cycles from 1986 to 2003. In a model of ratings determination which accounts for bank characteristics, financial market conditions, past supervisory information, and aggregate macro-economic factors, we find that bank exam ratings exhibit inter-temporal characteristics. First, exam ratings exhibit some evidence of examiner bias for several periods analyzed. When the business cycle turns, examiners sometime depart from standards that they set during the previous phases of the cycle. However, this bias is not widespread or systematic. Second, exam ratings exhibit some inertia. Our results suggest that examiners rate on the side of not changing (rather than upgrading or downgrading) an institution’s exam rating. Third, we find robust evidence of a secular trend towards more stringent examination BHC ratings standards over time.     

Sustainability of the accounting and finance academic profession: students’ and supervisors’ views about the PhD supervision process

This study explores the research supervisory practices of accounting and finance PhD students at Australian and New Zealand universities. Given documented faculty shortages in the accounting and finance disciplines, such investigation is timely and relevant. In the context of student engagement with their community of academic practice and their intrinsic motivation related to individual competence and autonomy, situational adjustments are inevitable and explain some differences between students’ perceptions and supervisors’ expectations. Our findings demonstrate that, despite general satisfaction with the PhD supervision process, students articulated concerns regarding constructive feedback and pastoral care provided by their supervisors, as well as guidance regarding data analysis/statistics.     

UK Accountants' Perceptions of Research Journal Quality

The process of research quality assessment is now firmly established in UK universities. The quality of the journals in which academic papers are published is an important input to the assessment process. The relative quality of these journals is clearly difficult to establish in an objective manner. This paper contributes to the debate about relative quality by conducting a peer review. Eighty-eight UK accounting academics reported their degree of familiarity with, and perceptions of quality of, a total of 44 journals in the accounting and finance discipline. Accounting and Business Research and theBritish Accounting Review were the two most familiar academic journals. The most highly ranked journals were generally from the US.     

The academic community’s participation in global accounting standard-setting

International Financial Reporting Standards (IFRS) are now used in more than 100 countries. In the US, the Securities and Exchange Commission (SEC) is considering a “Work Plan” to allow or require US corporations to use IFRS. Considering the rising importance of IFRS, the International Accounting Standards Board (IASB), the SEC, the European Union (EU), and others have called for broader stakeholder participation in the global accounting standard-setting process. Academicians are seen as one group that has the potential to have a strong positive influence in the shaping of accounting standards.This study investigates the academic community’s participation in the IASB’s standard-setting process through the submission of comment letters for 79 issues. For 55 IASB issues, 90 academics and academic organizations (5.8% of all respondents) provided 153 responses (2.7% of total responses). For 24 Draft Interpretations issued by the IASB’s International Financial Reporting Interpretations Committee (IFRIC), just 17 academics and academic organizations (4.9% of respondents) provided 20 responses (1.9%).Overall, Anglo country writers dominated, with Australia, Canada, New Zealand, the United Kingdom, and the United States together providing a majority of writers and responses. Non-Anglo EU countries provided about a quarter of the writers and responses. While academic interest increased for a few issues, usually discussion papers and substantive issues, the overall response rate remained low. Possible reasons for low participation rates are discussed, as well as some changes that may increase academic engagement with the IASB’s standard-setting process.     

The role and impact of professional accountancy associations on accounting education research: An international study

This paper explores the relative influence of the accounting academy and accountancy professional associations in the debate concerning the profile and quality of accounting education research. This research analyses 13 semi-structured interviews undertaken with members of key accounting professional associations in Australia, New Zealand (ANZ) and the United Kingdom and Ireland (UKI). The paper makes a theoretical contribution by the novel application of the institutional logics theory to the literature concerning professional accounting associations (PAAs) demonstrating the dominant commercial logic of the education function and the more traditional fiduciary logic of the technical function. The research finds that the primary stakeholders in the professional accounting curriculum development model are the PAAs and employers, whilst the accounting academy is relatively absent. The relative independence of the education and research and technical functions within PAAs is also identified: academic research and technical activity has little influence on professional education and vice versa. However, PAAs’ funding of academic research is common across all four countries for brand recognition and in some instances to influence policy rather than informing the professional curriculum.     

Expert opinion and probabilistic volcanic risk assessment

We present data from an international survey of scientists working at volcanic observatories concerning eruption likelihoods. The scientists were asked a range of questions using different types of phrasing. The data suggest that the phrasing of questions affects the ways in which probabilities are estimated. In total, 71% of respondents (N = 70) exhibited some form of inconsistency in their answers between and/or within different question formats. The data also allow for an analysis of the use of scaling in probabilistic assessment, and the use of quantitative versus verbal risk measurements. However, some respondents were uncomfortable with providing any numerical probability estimate, perhaps suggesting that they considered the uncertainty too high for meaningful judgements to be made.