Further Things I Have Learned … Selected Reflections about Publishing in Accounting Education

2018 ◽  
Vol 33 (3) ◽  
pp. 67-84 ◽  
Author(s):  
David E. Stout

ABSTRACT This paper extends the self-reflections presented earlier in Stout (2016) to include some of the things I learned over the years in terms of publishing in accounting education. I offer these new reflections from the perspective of my experience over many years as an author, editor, and consumer of accounting education literature. I provide comments related to publishing instructional resources in accounting education (including educational cases) and to publishing research articles. I also offer general comments regarding publishing in accounting education, including comments as to the suitability (defensibility) of these scholarly pursuits. The manuscript complements other recent papers in the area by focusing more narrowly on the publication process in accounting education. The contents of this paper may be of interest to those wishing to enhance their publication potential in the field of accounting education.

Author(s):  
Robyn L Raschke ◽  
Kimberly F. Charron

Big Data and data analytics are changing the accounting profession requiring different skills. To prepare students, faculty are tasked with teaching data analytics and the tools used to perform data analysis. This study examines data analytic teaching cases across the curriculum from peer-reviewed accounting education literature using the lens of the data analytic process. We include the breadth of tools students employ to complete the cases that will give students the experience needed to be a valued business partner. We find that the majority of teaching cases focus on analysis and communication, while few cover necessary steps prior to analysis such as extraction and data preparation. We also find that Excel is the principal tool used, while other much needed tools are rarely employed in teaching cases. Our findings provide an opportunity for academics to create new teaching cases to provide students with comprehensive experiences throughout the data analytics cycle.


Author(s):  
Clive Baldock

The citation impact of research articles contributes to the assessment of the research performance of universities in some international university ranking systems either as the number of citations per paper, number of citations per faculty, total number of citations, number of highly cited papers or percentage of highly cited papers. Publishing research articles in Open Access (OA) journals has the potential for increasing the citation impact of research articles and in so doing improve an institutions position in university rankings. This chapter reviews the evidence for an increase in citations through publishing in Open Access publications.


2019 ◽  
Vol 62 (5) ◽  
pp. 1147-1153
Author(s):  
Garey A. Fox ◽  
Kyle R. Douglas-Mankin ◽  
Kasiviswanathan Muthukumarappan ◽  
Jun Zhu ◽  
Joseph C. Walker

Abstract. HighlightsASABE journals publish impactful research in multiple article types in addition to research articles. Prospective authors should consider a journal’s peer-review quality, readership, metrics, and page charges. An article’s impact should be measured based on citations instead of predicted based on the journal’s impact factor. Always recommend subject matter experts as reviewers so that a manuscript can benefit from their suggestions. Publishing in ASABE journals offers opportunities for contributing to and being recognized by the profession. Keywords: Impact factor, Page charges, Peer-reviewed journals, Review quality, Review time


2015 ◽  
Vol 28 (2) ◽  
pp. 96-103 ◽  
Author(s):  
G. Tyge Payne ◽  
R. Duane Ireland

This editorial explores key issues regarding ethics in family business research – particularly that surrounding the evaluation and publication process – and advocates creating a stronger and more knowledgeable community of scholars to overcome the many challenges facing responsible research. Rather than only discussing the various types of ethical problems in research such as plagiarism, unprincipled data manipulation, and falsification of data, we expand the conversation to include the role the scholarly community – including researchers, reviewers, editors, and institutional leaders – plays in dealing with ongoing ethical concerns in scholarly publishing. We offer a few pragmatic suggestions for improving some processes, but primarily make a broad call for building a stronger (global) community of family business researchers that supports and promotes ethical conduct in publishing research through increased dialogue and interaction.


1998 ◽  
Vol 16 (1) ◽  
pp. 1-51 ◽  
Author(s):  
James E. Rebele ◽  
Barbara A. Apostolou ◽  
Frank A. Buckless ◽  
John M. Hassell ◽  
Laurence R. Paquette ◽  
...  

2013 ◽  
Vol 31 (2) ◽  
pp. 107-161 ◽  
Author(s):  
Barbara Apostolou ◽  
Jack W. Dorminey ◽  
John M. Hassell ◽  
Stephanie F. Watson

Author(s):  
Tubagus Ali Rachman Puja Kesuma ◽  
Sudjarwo Sudjarwo ◽  
Pargito Pargito ◽  
Ridwan Ridwan ◽  
Rias Tusianah ◽  
...  

This literature review article aims to look at the variables that influence, are influenced, and mediated by the leadership practices of principals in schools. The authors reviewed 16 research articles from European countries and a small part of Asia and America. The researchers concluded that: 1) Self-efficacy can affect variables such as emotional exhaustion, job satisfaction, normative commitment, and including motivation not to resign. 2) Self-efficacy can fluctuate, influenced by experience, which at that time can also be influenced by the opinions of others. Therefore, a leader is responsible for the development and growth of job satisfaction and teacher self-efficacy. 3) Self-efficacy can be a mediator for the growth and development of other variables. The psychological atmosphere you feel at that moment also adds another variable. The self-efficacy variable can also determine the improvement and achievement of other variables. This study provides new insights into how to manage people for maximum results.


2020 ◽  
Vol 35 (4) ◽  
pp. 35-46
Author(s):  
Paul E. Madsen

ABSTRACT Accounting education is part of the causal chains that produce every accounting outcome of interest to researchers and practitioners because of its power to determine which people become accountants and to shape their traits through training. In this essay, I characterize the trait-shaping power of accounting education using a framework I call the “selection/transformation framework.” I then show how this framework can facilitate the generation of important, novel accounting education research questions using the examples of materialistic values among accounting students, the underrepresentation of Black people in audit firms, and the communication skills of accounting graduates. The research program I advocate would require the use of a variety of methods, but my examples focus on archival methods because of my familiarity with them and their relatively infrequent use in the accounting education literature.


Author(s):  
Marshall A. Geiger ◽  
Mary Middleton ◽  
Maryam Tahseen

Prior non-accounting research has generally concluded that students obtain performance benefits from self-generating MCQs. We examine accounting students completing an extra-credit assignment to self-generate MCQs and its association with examination performance gains. Using students from a large public and small/medium sized private university, across multiple courses and semesters, we find that while students completing the assignment had significantly greater examination gains than those not completing the assignment, they did not outperform students in the same courses not offered the assignment. We find that these results hold across students of all initial performance quartiles. Our results suggest that prior educational research may overestimate the benefits of MCQ self-generation by not performing appropriate control group comparisons. We provide evidence that voluntary self-generation of MCQs may be a way to identify students seeking to improve their course performance, but in of itself it may not be an effective method to improve student performance on MCQ examinations. Our study contributes to the general education literature by presenting a more robust evaluation of the benefit of student self-generation of MCQs, and to the accounting education literature by being the first study utilizing accounting students to assess the potential benefit of student MCQ self-generation.


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