What is it about?
It compares accounting academics’ views about the relationship of research to teaching. It focuses on four sets of issues derived from the education literature. These are: researcher issues, student issues, curriculum issues, and extrinsic rewards issues. Three different clusters of academics are identified. First those who believe there is a strong connection between research and teach8ng. Others who see the two as opposing as unconnected. A third group who focus on extrinsic rewards ‘what’s in it for me?’. Surprisingly the ‘non believers’ are experienced and senior academics while the believers are more junior and less experienced. The rewards issues reflect the performance metrics of Business Schools in developed economies.
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Why is it important?
Research and teaching are a raison d’etre for universities. That many senior staff see these as disconnected suggest the traditional model of university education no longer operates.
Perspectives
The work used a model and survey developed in the UK where accounting and business education is rather different. Australian classes often have 1500 plus students where UK classses are much smaller. The findings are comparable with those in the UK.
Angus Duff
University of the West of Scotland
Read the Original
This page is a summary of: Research-teaching yin-yang? An empirical study of accounting and finance academics in Australia and New Zealand, Accounting and Finance, January 2017, Wiley,
DOI: 10.1111/acfi.12257.
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