Individual Accounting Faculty Research Rankings by Topical Area and Methodology

2011 ◽  
Vol 26 (3) ◽  
pp. 471-505 ◽  
Author(s):  
Jeffrey Pickerd ◽  
Nathaniel M. Stephens ◽  
Scott L. Summers ◽  
David A. Wood
Keyword(s):  
Doctoral Students ◽  
Research Productivity ◽  
Business School ◽  
Faculty Members ◽  
Data Availability ◽  
Faculty Research ◽  
University Administrators ◽  
Accounting Information Systems ◽  
Accounting Faculty ◽  
Topical Area

ABSTRACT This paper ranks individual accounting researchers based on their research productivity in the most recent six, 12, and 20 years. We extend prior individual faculty rankings by providing separate individual faculty research rankings for each topical area commonly published in accounting journals (accounting information systems [AIS], audit, financial, managerial, and tax). In addition, we provide individual faculty research rankings for each research methodology commonly used by accounting researchers (analytical, archival, and experimental). These findings will be of interest to potential doctoral students and current faculty, as well as accounting department, business school, and university administrators as they make decisions based on individual faculty members' research productivity. JEL Classifications: M4, M40, M41, M42, M49. Data Availability: Requests for data may be made to the authors.

Citation-Based Benchmarks and Individual Accounting Faculty Research Rankings by Topical Area and Methodology

2017 ◽  
Vol 32 (2) ◽  
pp. 115-140 ◽  
Author(s):  
Garrison Nuttall ◽  
Neal M. Snow ◽  
Scott L. Summers ◽  
David A. Wood
Keyword(s):  
Information Systems ◽  
Accounting Information ◽  
Data Availability ◽  
Google Scholar ◽  
Collaboration Network ◽  
Faculty Research ◽  
Topic Area ◽  
Accounting Information Systems ◽  
Accounting Faculty ◽  
Topical Area

ABSTRACT This paper provides citation rankings and benchmarking data for individual accounting researchers disaggregated by topic and methodological area and studies what factors increase citation totals. Based on Google Scholar data from 7,113 articles published in respected accounting journals, we find that citation totals differ significantly based on accounting topic area (accounting information systems, audit, financial, managerial, tax, other) and methodology (analytical, archival, experimental, other), suggesting the need to separately benchmark authors who publish in these groups. We also find that authors who have a broad collaboration network, graduated from a school that started a journal, are topic specialists, or publish with topic specialists have higher numbers of citations. Data Availability: Most of the data are available on the website discussed in Appendix A. For easier-to-use extracts of the data, contact the authors.

Preparing Future Accounting Faculty Members to Teach

2014 ◽  
Vol 31 (2) ◽  
pp. 155-170 ◽  
Author(s):  
Kimberly A. Dunn ◽  
Karen L. Hooks ◽  
Mark J. Kohlbeck
Keyword(s):  
Best Practices ◽  
Doctoral Programs ◽  
Faculty Members ◽  
Data Availability ◽  
Type Model ◽  
Teaching Pedagogy ◽  
Accounting Faculty ◽  
Recent Graduates ◽  
Teaching Responsibilities ◽  
Pedagogical Knowledge And Skills

ABSTRACT We investigate how accounting Ph.D. programs prepare future accounting professors to fulfill their teaching responsibilities. We collect data from 75 recent graduates about their perceptions of the pedagogy training provided by their Ph.D. programs and find that pedagogical knowledge and skills are primarily self-taught with most obtained from the process of teaching a course. The pedagogy training provided by accounting doctoral programs is perceived to cover important areas; however, on a relative basis, the amount of training is significantly less than its perceived importance. Novice teachers place highest value on training of skills that affect day-to-day teaching responsibilities. Analyses also suggest that best practices for teaching pedagogy include a separate course in university pedagogy combined with an apprenticeship-type model. Data Availability: The survey data and instrument used in this study are available upon request from the authors.

Determinants of Faculty Research Productivity in Augustinian Higher Education Institutions in Luzon

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Alvin V. Nuqui ◽  
Reynaldo C. Cruz
Keyword(s):  
Higher Education ◽  
Research Productivity ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Faculty Research ◽  
Professional Literature ◽  
Support Mechanism ◽  
Dissemination Of Research ◽  
Faculty Research Productivity ◽  
Research Findings

This study assessed the determinants of faculty research productivity in Augustinian higher education institutions (HEIs) in Luzon. Findings of the study suggest that there is still a need for Augustinian HEIs in Luzon to further advance the faculty members’ educational experiences and background in research particularly in giving exposures to current professional literature and in the dissemination of research findings. Majority of the higher education faculty of Augustinian higher education institutions has recognized the value of scholarship as shown by their interest in doing research and taking small steps in attaining real work of research scholar. The findings of the study indicate that there is so much that can be desired in terms of improving the research productivity of the faculty members of Augustinian schools. Faculty research productivity in Augustinian HEIs in Luzon is significantly influenced by the extent of research promotion of institutions in terms of promotion of the research environment and providing mentors’ assistance. Just like any other Philippine HEIs, Augustinian schools haggle similar problems and issues on research productivity such as budget availability, institutional support mechanism and others.   Keywords - Research productivity, Augustinian higher education institutions, Determinants, Faculty member, Research

scholarly journals Research Productivity Of Accounting Faculty: An Exploratory Study

2010 ◽  
Vol 3 (2) ◽  
pp. 101-115 ◽  
Author(s):  
Yining Chen ◽  
Mary R. Nixon ◽  
Ashok Gupta ◽  
Leon Hoshower
Keyword(s):  
Research Productivity ◽  
Exploratory Study ◽  
Faculty Members ◽  
Female Faculty ◽  
Strong Link ◽  
Accounting Faculty ◽  
Administrative Position ◽  
Extrinsic Motivators ◽  
Colleges Of Business

This study surveyed 367 accounting faculty members from AACSB accredited Colleges of Business to examine (1) their research productivity and (2) the intrinsic and extrinsic motivators to conduct research.  Wide differences in research productivity were observed in the faculty associated with doctoral vs. non-doctoral granting programs. There were some common motivators of research for faculty in the two sets of programs; however, some interesting differences were also noted. Of the thirteen rewards studied, receiving or having tenure is the most important reward, while getting a possible administrative position was the least important.  There were significant differences in the importance of these rewards between tenured-untenured and between male-female faculty members.  Faculty perceives a strong link between research productivity and the attainment of the rewards of tenure and of promotion.  However, in the minds of the faculty, the link between publications and salary increases is not strong. 

Ranking Accounting Journals by Topical Area and Methodology

2017 ◽  
Vol 33 (2) ◽  
pp. 1-22 ◽  
Author(s):  
John A. Barrick ◽  
Nathan W. Mecham ◽  
Scott L. Summers ◽  
David A. Wood
Keyword(s):  
Research Productivity ◽  
Data Availability ◽  
Journal Rankings ◽  
Unique Measure ◽  
Analytical Research ◽  
Jel Classifications ◽  
Topical Area

ABSTRACT This paper presents rankings of accounting journals disaggregated by topical area (AIS, audit, financial, managerial, tax, and other) and methodology (analytical, archival, experimental, and other). We find that only for the financial topical area and archival methodology does the traditional top-3 characterization of the best journals accurately describe what journals publish the most-cited work. For all other topic areas and methodologies, the top-3 characterization does not describe what journals publish the most-cited work. For only analytical research does the traditional top-6 journal characterization accurately describe what journals publish the most-cited work. In AIS, the traditional top-3/-6 journals are even less representative, as only one traditional top-3 journal is listed among the six journals publishing the most-cited AIS work, and only three of the traditional top-6 journals are in this list. In addition to creating journal rankings using citations, we create rankings using a unique measure of the attention given by stakeholders outside of the academy. With this measure we find similar results; the traditional top journals are not publishing the articles that receive the most attention in some topical areas. The results call into question whether individuals and institutions should rely solely on the traditional top-3/-6 journal lists for evaluating research productivity and impact. JEL Classifications: M4; M40; M41; M42; M49. Data Availability: Requests for data may be made to the authors.

An Investigation of Faculty Members' Engagement in Saudi Arabia

2018 ◽  
Vol 3 (2) ◽  
pp. 114-136
Author(s):  
Eman I AHMED
Keyword(s):  
Employee Engagement ◽  
Faculty Perceptions ◽  
Cognitive Engagement ◽  
Faculty Members ◽  
University Administrators ◽  
Point Scale ◽  
Policy Makers ◽  
Efficiency And Effectiveness ◽  
The University ◽  
The Relationship

Faculty engagement has been proved to be a critical driver of the universities’ efficiency and effectiveness. The first step towards building an engaged workforce is to get a measure of faculty perceptions of their engagement level to their universities. Accordingly, the purpose of this paper is to investigate the faculty members' engagement in the Imam Abdulrahman Bin Faisal University. It examines the relationship between the faculty professional variablesand their level of engagement to their institutions. William Kahn's (1990) three-component model of employee engagement was partially adapted as a framework to measure the faculty members' engagement. A questionnaire was used to better address the objective of this study. The data were obtained from the Imam Abdulrahman Bin Faisal University (Dammam University) through an internet-based survey. The validity and the reliability of the questionnaire has been evaluated and reported. Results of the analyses show that cognitive engagement is reported to be higher than both the emotional and physical engagement, with a mean rating of 4.040 and a standard deviation of .487, based on the five-point scale. Given the engagement level of the faculty members in this study, the university administrators should develop policies, and strategies that encourage and support engagement among faculty members at the University in order to maximize their engagement. Policy makers must also take into consideration the needs of the faculty members

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

Do Accounting Faculty Characteristics Impact CPA Exam Performance? An Investigation of Nearly 700,000 Examinations

2015 ◽  
Vol 31 (3) ◽  
pp. 291-300 ◽  
Author(s):  
Dennis M. Bline ◽  
Stephen Perreault ◽  
Xiaochuan Zheng
Keyword(s):  
Exam Performance ◽  
Faculty Research ◽  
Pass Rates ◽  
Accounting Faculty ◽  
Research And Teaching ◽  
Faculty Characteristics ◽  
Cpa Exam ◽  
Faculty Research Productivity ◽  
And Performance ◽  
First Time

ABSTRACT While many colleges and universities publicize CPA examination pass rates as evidence of having a high-quality accounting program, some have questioned whether program-specific characteristics are legitimate predictors of examination success. To examine this issue, we empirically investigate the link between accounting faculty characteristics and performance on the CPA examination. We examine the results from nearly 700,000 first-time exam sittings taken during the period 2005–2013 and find that faculty research and teaching specialization has a significant impact on CPA exam performance. That is, when a program has a relatively higher percentage of accounting faculty with expertise in a particular content area tested on the exam (e.g., auditing), graduates achieve higher scores on the related exam section (e.g., AUD). We also find that faculty research productivity and CPA certification status are positively related to candidate exam performance. We believe these results contribute to the existing literature on the determinants of CPA exam success and also provide important insights to those responsible for accounting faculty staffing and development.

Accounting Doctoral Program Rankings Based on Research Productivity of Program Graduates

2011 ◽  
Vol 25 (1) ◽  
pp. 149-181 ◽  
Author(s):  
Nathaniel M. Stephens ◽  
Scott L. Summers ◽  
Brady Williams ◽  
David A. Wood
Keyword(s):  
Information Systems ◽  
Research Productivity ◽  
Doctoral Programs ◽  
Accounting Information ◽  
Doctoral Program ◽  
Academic Programs ◽  
Accounting Information Systems ◽  
Time Periods ◽  
Program Research

SYNOPSIS: This paper presents rankings of accounting doctoral programs based on the research productivity of each institution’s graduates in the years immediately following their graduation. We use two time periods for analysis: the first three years after graduation and the first six years after graduation. We extend previous doctoral program ranking literature by expanding rankings of accounting doctoral programs with specific rankings for topical areas (accounting information systems [AIS], audit, financial, managerial, and tax) and methodologies (analytical, archival, and experimental). We show that rankings for topical and methodological areas differ significantly from rankings produced using methodologies that create a singular doctoral program ranking. These results emphasize the importance of considering topical and methodological areas when assessing doctoral program research strengths. These rankings should be of value to Ph.D. program applicants, administrators of academic programs, and industry—such as administrators of programs like the Accounting Doctoral Scholars program, KPMG Ph.D. Project, and prospective Ph.D. students.

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