The accounting faculty shortage: Understanding masters of accounting students’ interest in pursuing careers as accounting professors

2020 ◽  
pp. 1-9
Author(s):  
Abbie Daly ◽  
Jill Weber
Keyword(s):  
Accounting Students ◽  
Faculty Shortage ◽  
Accounting Faculty

Undergraduate accounting students’ perception of a course in accounting research and theory

2020 ◽  
Vol 33 (1) ◽  
pp. 217-233 ◽  
Author(s):  
Ron Baker ◽  
Sara Wick
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Academic Career ◽  
Accounting Education ◽  
Accounting Students ◽  
Student Interest ◽  
Faculty Shortage ◽  
Content Type ◽  
Accounting Research ◽  
Accounting Practitioners

Purpose This study aims to measure the response of undergraduate accounting students to a stand-alone course in accounting theory and research. The aim of the study was to gauge students’ perceptions of the usefulness of this course and to determine if exposure to this material would increase student interest in accounting research and in pursuing a career in academia. Design/methodology/approach Three cohorts of students enrolled in the course completed an in-class survey. The study was conducted from 2015 to 2017. Findings The results of the survey show that student interest in accounting research and theory increased substantially as a result of the course. Students felt that learning about accounting research and the theories used in accounting research enhanced their overall understanding of accounting and would be useful to them as accounting practitioners. This study also reports that students interested in pursuing a PhD and/or an academic career also increased. Research limitations/implications Data were only collected at a single university and represent student perceptions only. Practical implications The results of this study and the description of the course design will inform academics seeking to answer the American Accounting Association Pathways Commission’s call to integrate accounting research and education. This study also suggests a pathway towards addressing the chronic academic accounting faculty shortage. Finally, the results will be of interest to those designing undergraduate accounting curriculum. Originality/value This study contributes to the literature on the “teaching-research nexus” in accounting by providing evidence, from the perspective of undergraduate accounting students, of the usefulness of integrating research into undergraduate accounting education. While many accounting researchers view accounting research and teaching accounting as separate activities, the response from students suggests that there is value in fostering a more complementary relationship between these two activities.

scholarly journals Improving The Oral Presentation Skills Of Accounting Students: An Experiment

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
David Christensen ◽  
Jeffrey Barnes ◽  
David Rees ◽  
Gerald Calvasina
Keyword(s):  
Communication Skills ◽  
Oral Presentation ◽  
Oral Communication ◽  
Accounting Students ◽  
Accounting Faculty ◽  
Accounting Professionals ◽  
Timely Feedback ◽  
Oral Presentations ◽  
Oral Skills ◽  
Accounting Graduates

Numerous surveys of accounting professionals have established the importance of communication skills for newly-hired accounting graduates, and challenge business schools to revise curricula accordingly. To determine if the oral skills of accounting students can be improved, two oral presentation assignments were given to students in six accounting classes at a small western university. The oral presentations were evaluated on ten oral communication skills recently judged by accounting professionals to be most important for new hires to possess. Feedback was provided after the first presentation. Results showed that oral presentation skills improved significantly after the first presentation. Accounting students can improve their oral presentation skills if the accounting faculty is committed to providing timely feedback.

Responding to the Leadership Needs of the Accounting Profession: A Module for Developing a Leadership Mindset in Accounting Students

2012 ◽  
Vol 27 (2) ◽  
pp. 525-554 ◽  
Author(s):  
Janel Bloch ◽  
Peter C. Brewer ◽  
David E. Stout
Keyword(s):  
Leadership Development ◽  
Learning Experience ◽  
Leadership Skills ◽  
Accounting Education ◽  
Accounting Students ◽  
Accounting Profession ◽  
Instructional Resources ◽  
Accounting Faculty ◽  
Accounting Courses ◽  
Upper Level

ABSTRACT Surveys of practitioners point to the importance of leadership skills in the accounting profession. However, leadership is not currently emphasized much within accounting curricula. Further, a review of the accounting education literature indicates a lack of instructional resources for accounting faculty desiring to help students develop leadership skills. As a result, accounting students may graduate without the mindset required to think of themselves as potential leaders. Therefore, there are opportunities to add value to accounting curricula by intervening in the area of leadership development. This article describes one such intervention that can be used as part of a comprehensive approach to leadership development. The primary goal of this three-week module is modest but important: to help instill a leadership mindset in accounting students. The class-tested module consists of targeted cases and supplementary readings covering six primary leadership topics. These topics were selected to build upon leadership material covered in a basic management course. While the module was used in undergraduate cost accounting, it (or a suitably reduced version of it) is appropriate for use in other accounting courses, particularly upper-level courses. This article offers implementation guidance and resources for the accounting instructor, including access to electronic files that can be used to teach the module. Assessment data from the students who recently completed this module indicate that they viewed the module as a beneficial learning experience.

scholarly journals The Work Values Of Accounting Students

2011 ◽  
Vol 15 (1) ◽  
pp. 59 ◽  
Author(s):  
Gary G. Kleinman ◽  
Gail E. Farrelly
Keyword(s):  
Statistical Analysis ◽  
Work Values ◽  
Accounting Students ◽  
Focal Points ◽  
Research Projects ◽  
Accounting Profession ◽  
University Professors ◽  
Research Instrument ◽  
Accounting Faculty ◽  
Work Value

<span>Prior research has shown the importance of the work values of Achievement, Security, Civility and Autonomy in examining the accounting profession. This paper provides measures of these four work values in a sample of 502 accounting majors and fifty-three accounting faculty from ten schools. Statistical analysis indicates some significant differences in work value scores of female vs. mail students and faculty vs. students. In addition to discussing the results of the study, we also suggest how the research instrument and data may serve as focal points for discussions, lectures, and research projects by consultants, in-house training personnel and university professors.</span>

scholarly journals Recruiting MIS Minors: The Impact Of In-Depth Database Exposure In The Accounting Information Systems Course

2011 ◽  
Vol 15 (3) ◽  
pp. 119
Author(s):  
Duanning Zhou ◽  
Arsen Djatej ◽  
Yining Chen ◽  
David Senteney
Keyword(s):  
Information Systems ◽  
Positive Impact ◽  
Management Information Systems ◽  
Accounting Information ◽  
Accounting Students ◽  
Management Information ◽  
Accounting Information Systems ◽  
Accounting Faculty ◽  
Knowledge Content ◽  
The Impact

This study empirically examines the possible relationships between the accounting majors in-depth exposure of database knowledge and their willingness to expand their knowledge beyond the required Accounting Information Systems (AIS) course by taking additional classes leading to a Management Information Systems (MIS) minor. Our empirical results suggest that in-depth database exposure in AIS classes has a positive impact on accounting students interest in pursuing an MIS minor. The findings of this study encourage the collaboration between MIS and accounting faculty in developing AIS courses to include in-depth database knowledge content. Such collaboration can benefit both accounting and MIS programs.

scholarly journals Efektifitas Pembelajaran Jarak Jauh Terhadap Kepuasan Proses Pembelajaran Di Prodi D3 Dan S1 Akuntansi Untidar

2021 ◽  
Vol 6 (2) ◽  
pp. 167
Author(s):  
Ayunda Putri Nilasari ◽  
Retnosari Retnosari ◽  
Supanji Setyawan
Keyword(s):  
Distance Learning ◽  
Student Satisfaction ◽  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Student Understanding ◽  
Accounting Students ◽  
Qualitative And Quantitative ◽  
Accounting Faculty ◽  
Data Collection Technique

The purpose of this study is to analyze how distance learning can be used to achieve student satisfaction and to analyze that the implementation of distance learning is currently effective in achieving the objectives of the teaching and learning process during the current pandemic. The population of the study was all D3 and S1 students of Accounting, Faculty of Economics, Tidar University. The samples in this study were D3 and S1 Accounting students in semesters 1, 3 and 5 who were running their lectures. This study uses a combination of qualitative and quantitative research. The data collection technique used is in the form of a questionnaire using questionnaire that given to students to get an overview of the implementation of distance learning so far. In this quantitative analysis, the research variables are arranged descriptively by assessing the percentage of standard achievement in tabular form. The results of the implementation of distance learning by lecturers already had a variation or variety and the telegram learning media was the most widely used in the percentage of 87.6%. The ease of applying today's technology that makes learning media easily accessible to students is in the percentage of 55.9%. The level of student understanding of learning materials, information and deepening of material by 52.4% is currently effective in achieving the objectives of the Accounting teaching and learning process during the pandemic when it is 39%. Student satisfaction with distance learning that has been carried out during the pandemic is 40.2%. Kata kunci: distance learning, accounting, pandemic

scholarly journals Stakeholders‟ Perspectives Of Accounting Faculty Time Allocations

2011 ◽  
Vol 18 (1) ◽  
Author(s):  
Kimberly E. Frank ◽  
D. Jordan Lowe ◽  
Georgia Smedley
Keyword(s):  
Accounting Students ◽  
Accounting Faculty ◽  
Stakeholder Groups ◽  
Accounting Professionals ◽  
Teaching Research ◽  
Assistant Professors ◽  
Faculty Time

This study provides evidence on how various stakeholder groups perceive faculty time is and should be allocated across teaching, research and service. To ascertain the priorities of various stakeholders, a questionnaire was administered to accounting professionals, accounting students, and taxpayers. Assistant professors were also surveyed to establish a benchmark for comparisons. Overall, the findings indicate a disparity between the perceptions of accounting professors and their stakeholders regarding time allocations. Suggestions on ways to mitigate these differences are offered.

Students' Perceptions of Ethics Instruction

1994 ◽  
Vol 79 (2) ◽  
pp. 1040-1042
Author(s):  
Suzanne Pinac Ward ◽  
Thomas E. Wilson ◽  
Dan R. Ward
Keyword(s):  
Ethical Behavior ◽  
Classroom Environment ◽  
Accounting Students ◽  
Ethical Problems ◽  
Ethics Instruction ◽  
Accounting Faculty ◽  
Accounting Courses

96 junior and senior accounting students completed a survey on their perception of instruction in ethics. 77% of the respondents felt that ethical behavior and professionalism can be learned in a classroom environment, 89% that ethics/professionalism should be taught at all levels of education, and 77% that ethics should be an integral part of all accounting courses. Students were uncertain whether accounting faculty are qualified to teach ethics and what might be the role of educators in aiding the profession with moral/ethical problems.

Accounting students’ perceptions of effective faculty attributes

2016 ◽  
Vol 9 (2) ◽  
pp. 123-142 ◽  
Author(s):  
Mishari M. Alfraih ◽  
Faisal S. Alanezi
Keyword(s):  
Teaching Effectiveness ◽  
Course Design ◽  
Accounting Students ◽  
Student Perspective ◽  
Kuwait University ◽  
Content Type ◽  
Accounting Faculty ◽  
Perceived Importance ◽  
College Of Business ◽  
Instructor Characteristics

Purpose This study aims to explore the attributes of an effective accounting faculty from the student perspective. It also examines similarities and differences in the perceived importance of these attributes between bachelor’s and associate’s accounting degree students in two public higher education institutions in Kuwait, namely, Kuwait University (KU) and the Public Authority for Applied Education and Training (PAAET). Design/methodology/approach A questionnaire was developed to identify ideal accounting faculty attributes. It was administered to a sample of accounting students at the two institutions in the 2014-2015 academic year. Descriptive statistics were collected and independent samples t-tests were run. Findings The most highly ranked attributes related to instructor characteristics and class delivery. Significant differences were found between KU and PAAET students in the perceived importance of attributes. KU students ranked class preparation and delivery attributes significantly higher than PAAET students. In contrast, PAAET students ranked attributes related to instructor characteristics and evaluation methods significantly higher than KU students. Practical implications These findings provide an insight into the attributes of an effective accounting faculty from the students’ perspective. A direct implication is that accounting faculty can incorporate the most important attributes into their course design and delivery. This may improve teaching effectiveness and ultimately student learning. Originality/value This research is timely because the College of Business Studies at PAAET has applied for accreditation with the Accreditation Council for Business Schools and Programs. As teaching effectiveness is a major consideration in the process, these findings may help it to enhance its performance and improve the chances of its accreditation application being successful. The study bridges a gap in the literature on teaching effectiveness because there appears very little, if any, research into the attributes of effective accounting teaching.

scholarly journals Improving The Writing Skills Of Accounting Students: An Experiment

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
David Christensen ◽  
Jeff Barnes ◽  
David Rees
Keyword(s):  
Business Schools ◽  
Writing Skills ◽  
Accounting Students ◽  
Fall Semester ◽  
Writing Improvement ◽  
Accounting Faculty ◽  
Accounting Professionals ◽  
Timely Feedback ◽  
Accounting Graduates ◽  
New Hires

This paper reports the results a writing improvement initiative in an accounting department at a small western university.  Numerous surveys of accounting professionals have established the importance of writing skills for accounting graduates, and challenge business schools to revise curricula accordingly. To determine if a writing initiative in an accounting department could improve the writing skills of accounting students, a series of one-page essays were given to students in four accounting classes during the fall semester. The essays were evaluated on six writing skills recently judged by accounting professionals to be most important for new hires to possess. Feedback was provided after each essay. Results showed that the writing skills improved significantly after each essay.  Accounting students can improve their writing skills if the accounting faculty is committed to providing timely feedback.

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