What happened to the class of Year 2000: Examining their research and employment records

Today's academic environment requires high levels of research from faculty to earn promotion and tenure [P&T], merit pay, summer research grants, and other university resources. Increasingly rigorous doctoral programs have increased the competition for publishing high quality academic research. Those individuals seeking faculty positions should recognize the varying research standards of different strata of accounting programs. Most P&T committees compare candidates' research productivity to that of schools in their strata (i.e., their peer or aspirational schools). This study thus examines the research productivity through 2009 for all Year 2000 graduates from U.S. accounting doctoral programs. Information is categorized by different strata of schools to highlight current research accomplishments, and, by implication, research requirements. These results should help faculty and university administrators make better informed decisions.     

A profile of recent doctoral graduates in accounting: Some guidance in what to expect

This article reports results of a survey of recent accounting doctoral graduates (1985 and 1986). The study profiles the graduates by summarizing their academic skills, background, and other personal information. It also summarizes the dollars and time successful graduates invested in earning doctoral degrees. Candidates, on average, completed all requirements within 5 years. Those candidates who spent the majority of their time at the institution where they studied were able to finish sooner. Candidates who chose to leave ABD took more time to finish their dissertations. Graduates of “higher-tier” schools were more likely to be employed by AACSB and doctoral-granting programs and to receive higher salaries.     

Learning by doing: a case study of qualitative accounting research

The increasing number of master's degrees in accounting as well as specialist MBA's mean that an understanding of research methods is now an important part of the toolkit of accounting educators. In the literature there has been an increasing interest in qualitative accounting research. Whilst this interest has been mirrored by an increase in qualitative methods textbooks, less is known about the experience of undertaking such research. This presents a problem for educators, as they need material for students to work with and analyse before they are able to design their own research projects. This paper presents a case study based upon an extensive piece of qualitative research concerned with the use of accounting information in decision-making processes in banking. Review, exploratory and application questions provide a framework through which the case study can be used as a learning resource for accounting educators, supervisors and students.     

A pragmatic model to estimate journal quality in accounting

This article presents a model to estimate the relative quality of publication outlets based on objective journal characteristics. Our model improves upon the one proposed by Bean and Bernardi [Bean, D. F., & Bernardi, R. A. (2005). Estimating the ratings of journals omitted in prior quality ratings. Advances in Accounting Education, 7, 109–127.] in three important ways. First, we develop a dependent variable that is a composite score based on five prior journal perception studies. Second, our model considers different independent variables; audience, journal availability, inclusion in the Social Sciences Citation Index (an independent measure of quality), and the journal’s submission fee. This combination of variables increases the model’s explanatory power by 21% compared to Bean and Bernardi’s average R². Finally, the results of our model are more consistent with those of prior perception studies. We also apply the model to recent accounting faculty publications, which provides a comparative rating of more than 200 journals. We expect our model for estimating journal quality to help faculty, promotion and tenure committees, and university administrators evaluate the quality of journals where accounting faculty publish, an important aspect of assessing research productivity.     

Giving credit where credit is due: Summary analysis of the most prolific authors in 15 high-impact accounting journals

The most prolific contributing authors to a set of high-impact accounting journals are summarized. These contributors are an unusually productive and successful group, accounting for a disproportionate share of the appearances in this significant set of the academic literature. Additionally, findings are presented demonstrating that the second tier of accounting journals tend to be dominated by the same researchers who dominate the top-tier journals, thus suggesting that getting published in the second tier of accounting academic journals may be as difficult a hurdle as publishing in the top tier.     

Critical reflections on research approaches, accounting regulation and the regulation of accounting

The design and choice of research approaches, the nature of accounting regulation and the reactions to these regulations in organisations, involving, in effect, the regulation of accounting, are three themes of considerable importance in accounting research. They are the three themes that have dominated the research agenda of the author throughout his academic career. This paper explores the nature of these three key research themes developing some critical reflections on what has been discovered about each of these themes using the author's sole and joint research and publications as a vehicle for this analysis.     

Beyond the ticket and the brand: imagining an accounting research future

This paper presents a reflective critique of the current university environment and the state of accounting research with a view to envisaging the latter’s forward trajectory, particularly in terms of emerging subject areas, theoretical perspectives and methodological traditions. It considers the contemporary fixation upon research performance indicators and warns of their associated impact on the role and orientation of academic researchers. The emergence of specialist interdisciplinary and qualitative research communities within the accounting discipline are presented as opportunities for the invigoration of the accounting project. Nonetheless, the pursuit of research esteem indicators is argued to risk disengaging researchers from policy and practice concerns. Future roles, responsibilities and intentions of scholars are visited in the light of these observations.     

Drivers of research impact: evidence from the top three finance journals

We study the characteristics of all published papers in the top three finance journals (JF, JFE and RFS), and how these paper characteristics affect the number of citations in Google Scholar and the Web of Science database. First, we find the characteristics in the universalist perspective remain constant while the characteristics in the constructivist and presentation perspectives increase over time. Second, some characteristics are significantly different between the high-impact and the low-impact papers. Third, paper quality, research method, journal placement and paper age are the most important drivers. Last, different drivers play different roles in different journals.     

A possible explanation of the gender gap among accounting academics: evidence from the choice of research field

Despite the significant increase in the number of women in accounting research over past decades, the percentage of female full professors in accounting is still low. One of the problems may relate to the research area(s) they choose to specialize in. Is the relatively slow promotion of women due to their decision to concentrate in ‘nonmainstream’ fields of research? In this study, we collect data on 1,042 male and female accounting academics. Using the research interests declared on each academic web page, we find that accounting researchers show no significant gender differences in their choice of research fields. Hence, we conclude that the underpromotion of women cannot be attributed to their choice of ‘nonmainstream’ fields.     

Accounting research: An analysis of theories explored in doctoral dissertations and their applicability to Systems Theory

This study examined theories used in accounting doctoral dissertations and found that dissertations in this discipline test theories drawn from economics, finance, psychology, and sociology, with 53% from economics and finance and 27% from psychology. Further, a primary conclusion of this paper is that doctoral research in accounting explores subsets of organizational activity consistent with the premises of Systems Theory.     

Interventionist research in accounting: reflections on the good,the bad and the ugly

Our paper advances understanding of interventionist research (IVR) as a qualitative accounting research approach. It reflects on the potential value, challenges and key issues, as manifested by the good, the bad and the ugly. The reflection contributes towards clarifying the IVR landscape, thereby forging a future path for IVR as a legitimate qualitative methodology, to enthuse qualitative researchers to produce accounting research relevant to theory, practice and society. The primary contribution is synthesising the interventionist theory and practice literature encompassing a view of the good, the bad and the ugly in interventionist accounting research.     

Achieving globalization of AACSB accounting programs with faculty-led study abroad education

This paper is motivated by recommendations from the American Assembly of Collegiate Schools of Business (AACSB), the Pathways Commission, and NAFSA: Association of International Educators to increase global exposure in the accounting curriculum. Some schools have responded to these demands by offering short-duration, faculty-led, study abroad programs. We explain how these programs play a vital role in fulfilling the educational advisory boards’ calls to internationalize the accounting curriculum and investigate the extent to which schools are incorporating these programs. This paper provides a review of the details from our hand-collected data on the short programs that are offered by AACSB-accredited institutions. We integrate the information from our collection of data on existing programs, prior literature, pronouncements from educational advisory boards, and select faculty interviews to offer an analysis of the course design and travel considerations for schools contemplating such an opportunity for students in their programs.     

The incidence of documented standards for research in departments of accounting at US institutions

Evidence suggests that standards for research in accounting are vague to junior faculty at the same time business schools are placing more emphasis on scholarship when evaluating faculty for tenure and promotion (T&P). In response, we investigate the incidence of accounting-specific documented standards for research in T&P decisions based on an email survey of accounting department administrators at US institutions. In addition, we report respondent data about the use of documented and informal journal lists. Our findings suggest that few accounting departments, regardless of accreditation status, utilize department-specific written scholarship standards or journal lists, supporting faculty perceptions that scholarship requirements for T&P are vague. As part of our analysis we review implications of the Final Report of the AACSB International Impact of Research Task Force (AACSB International, 2008) on the use of journal lists for tenure and promotion decisions. We summarize by advocating for specific accounting department-level policies for T&P, including consideration of explicit journal lists.     

A productivity growth accounting approach to the ranking of developing and developed nations

Productivity growth accounting studies generally focus on productivity growth or decline in more developed countries such as the Organization of Economic Cooperation and Development (OECD) members. In this paper, we develop a generalized efficiency index for a much larger set of 57 national governments (NGs), both developing and developed, by employing four components of gross national product and five resource-availability indicators. Using a Data Envelopment Analysis (DEA) linear-programming approach, we maximize the components of Gross National Product (GNP), subject to minimizing specific resource-input measures. If used with appropriate precautions, the DEA-based comparative production-efficiency measures developed here can be used by individual NGs and international organizations like the World Bank and the International Monetary Fund to make equitable and sustainable lending-allocation decisions in the public and private sectors of the increasingly interdependent global economy.     

Tackling an accounting coursework assignment - action research on the student perspective

The study focused upon first year undergraduates' experiences and perceptions of a major coursework assignment in accounting. The context was a modular programme with several hundred students from many different courses taking a common first year, first semester introductory accounting module. In the role of a reflective practitioner, the author adopted an action research approach, and gathered various forms of evidence including in-depth interviews with four students at key points during and after completion of their courseworks. The main issues highlighted were: (1) the effect which the university, as a new environment, has on learning in the early weeks of a course, and the fractured nature of learning in a semesterized course; (2) the personal strategies which students adopt for scheduling time on coursework, and the way in which this may differ from the expectations of staff; (3) the variety of learning approaches represented within the student group. These issues are reflected upon and implications for both the author's practice and for other practitioners are considered.     

Global ranking of accounting programmes and the elite effect in accounting research

We provide a global ranking of accounting research and examine the elite degree and elite affiliation effect. Based on 24 accounting journals during the period 1991–2005, the top 5 most productive countries in accounting research are in the following order: the USA, the UK, Australia, Canada and Hong Kong. We find a significant elite degree effect, indicating that authors who graduated from elite accounting programmes have a disproportionate share of publications in top‐notch journals. The same conclusion is also supported by the elite affiliation effect in which leading accounting journals have higher concentration of authors who are affiliated with elite institutions.     

Sources of influence on award winning research: A note

While great advances have been made because of accounting research, limited understanding exists about the process of producing top-research in accounting and getting it published. This study contributes to a better understanding of the process of producing top quality research in accounting by examining the importance and characteristics of a high value-added literature review. To that end, in this study we examine the literature reviews contained in articles recognized for the Notable Contributions to the Accounting Literature Award of the AAA for the twenty-five year period, 1983 to 2007. Results find that top quality research has a cutting edge timeliness that is characterized by greater reliance on more recently published reference sources and by incorporating a substantial number of working papers. This study also identifies the most influential articles, journals and individuals to Notable Contribution authors, including both accounting and interdisciplinary sources.     

Student and public accounting firm recruiter attitudes toward the desirability of student characteristics: a longitudinal study

This study is a longitudinal study of student and public accounting firm recruiter attitudes relative to the importance attached to various student qualities for entry-level accounting positions. Utilizing survey techniques, the opinions of 122 students and 60 recruiters were collected prior to the publication of the Big 8 Perspectives paper. For comparison purposes, survey techniques were used to collect the opinions of 106 students and 63 recruiter six years following the release of the Perspectives paper. In general there was little change in the relative importance that public accounting firm recruiters attach to various student qualities and students understanding of how those qualities are valued by recruiters.     

A further inquiry into the scholarly productivity of academic accountants: Twenty years of evidence from classes of 1980-82

Scholarly productivity is a key component of faculty evaluation at many universities. In fact, under current accreditation standards promulgated by the AACSB, faculty members must remain academically qualified in research. Here we provide evidence regarding faculty research productivity. The determinants of faculty productivity are estimated with data spanning a 20 year period for 487 accounting doctoral graduates during the years of 1980-82. Sample statistics reveal that a relatively small portion of researchers produce over half of the sample's articles. Also, our regression results suggest that top-tier institutions of first hire, larger department size of initial hire, and the experience within academic ranks are all positive determinants of scholarly productivity. Conversely, research output is reduced with increased time spent teaching and accepting an initial hire at a public rather than a private institution.     

Analysis of the learning context, perceptions of the learning environment and approaches to learning accounting: a longitudinal study

This study investigates student approaches to learning over the 3 years of an undergraduate degree course in accounting. The objective of the study was, first, to identify changes in learning approaches over the course duration. Second, the study examined whether any changes in learning approaches were consistent with changes in the context of learning as well as students' perceptions of the teaching/learning environment. The results show that students made greater use of sophisticated learning approaches over time linked to their more favourable perceptions of the teaching/learning environment as they progressed in their course. However, there were no significant changes in learning approach attributable to the learning context. Implications for accounting educators drawn from the findings are discussed.