EMBAs perceived usefulness of academic research for student learning and use in practice |
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| Institution: | 1. School of Commerce, University of South Australia, Adelaide, Australia;2. Institute of Management Accountants, Montvale, NJ, USA;1. Shenzhen Audencia Business School, Shenzhen University, Shenzhen, 518060, China;2. Audencia Business School, Nantes, 44300, France;3. Department of Finance, Strome College of Business, Old Dominion University, Norfolk, VA, 23529, USA;4. Department of Accounting, College of Business, San Francisco State University, San Francisco, CA, 94132, USA;1. Department of Accounting and Finance, University of Bristol, Priory Road, Bristol, BS8 1TN, United Kingdom;2. Alliance Manchester Business School, The University of Manchester, AMBS Building, Booth Street West, Manchester, M15 6PB, United Kingdom;1. Manchester Metropolitan University Business School, Department of Accounting, Finance and Banking, Manchester, M15 6BH, United Kingdom;2. Lancaster University Management School, Department of Accounting and Finance, Lancaster, LA1 4YX, United Kingdom;1. Department of Economics and Management “Marco Fanno”, University of Padua, Italy;2. School of Business and Management, Centre for Research Into Sustainability (CRIS), Centre for Critical and Historical Research on Organisation and Society (CHRONOS), Royal Holloway University of London, Egham, Surrey, TW20 0EX, UK;1. RMIT University, Australia;2. University of Portsmouth, UK;3. Royal Holloway University of London, UK;4. University of Glasgow, UK |
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| Abstract: | The process of enriching teaching by incorporating academic research is generally seen as important to delivering successful learning outcomes. Engagement with academic research in the classroom also influences practice through students who are, or will soon become, graduates and professional practitioners. However, despite having seemingly attained the status of conventional wisdom, the integration of research, teaching, and practice cannot be assumed to be axiomatic. The linkages between research and practice, and between research and teaching, are not always obvious or easily demonstrable, and there is continuing debate as to the extent to which academic research adds value to student learning or its subsequent use in practice. Additionally, relatively few studies in accounting education have investigated the nexus between research, practice, and teaching from the frame of reference of post-graduate students who are both students and practising managers.In this study, we examine the opinions and observations of students enrolled in Australian and North American Executive MBA programs to gain insights into the ways in which academic research informs student learning and practice, and ways it may be enhanced. Our findings, explicable through the lens of Rational Choice Theory, reveal similarities in perceptions between the Australian and North American Executive MBA cohorts, and suggest the need to more effectively demonstrate the value of academic research as an aid to student learning, and in informing practice. We conclude by offering suggestions as to how to decrease the cost and/or increase the benefits associated with engaging with research in the classroom. |
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| Keywords: | Accounting research Accounting education Research-practice-teaching EMBA Student engagement Impact |
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