Assessing the Publication Records of Accounting Faculty Successfully Tenured and Promoted

Q1 Social Sciences
Hughlene Burton , Suzanne Krail Sevin , Marcia Weidenmier Watson
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引用次数: 0

Abstract

The quantity and quality of research articles required to attain tenure or to be promoted in accounting is not always known and evolves over time. To help add clarity to this dilemma, this study evaluates the quantity and quality of publication records for faculty who successfully achieved tenure or promotion at universities offering Ph.D. and/or Masters programs in accounting. Quality of publication was determined based on a number of metrics including the Australian Business Dean’s Council journal list (ABDC), which is now widely used for tenure and promotion decisions as well as for accreditation purposes, and the BYU rankings of accounting journals. We are one of the first empirical studies to use the ABDC to determine research quality. Our analysis shows that for tenure decisions, accounting faculty at Ph.D. granting institutions publish, on average, fewer articles than accounting faculty at Masters universities, but those published articles are at much higher quality journals. In addition, both tenured and promoted faculty at private universities publish significantly more in high quality accounting journals than faculty at public universities. Collectively, our results indicate that research quality and quantity differ between universities that grant Ph.Ds. in accounting and those that only offer a Masters degree in accounting, and between public and private universities. More importantly, our research provides quantity and quality expectations for tenure and promotion cases that can be used by accounting faculty, administrators, and external reviewers across different types of universities. Given that our results are based on historical data and tenure/promotion requirements tend to continually increase over time, this study’s results should only be used as a guide for future tenure and promotion cases.

评估会计教师成功获得终身教职和晋升的出版记录
在会计领域获得终身职位或晋升所需的研究论文的数量和质量并不总是为人所知,而且会随着时间的推移而变化。为了帮助澄清这一困境,本研究评估了在提供会计博士和/或硕士课程的大学成功获得终身职位或晋升的教师发表记录的数量和质量。出版质量是根据一系列指标确定的,包括澳大利亚商业院长委员会期刊名单(ABDC),该名单现在广泛用于任期和晋升决策以及认证目的,以及杨百翰大学会计期刊排名。我们是最早使用ABDC来确定研究质量的实证研究之一。我们的分析显示,对于终身职位的决定,授予博士学位的机构的会计教师平均发表的文章少于硕士院校的会计教师,但这些发表的文章是在高质量的期刊上发表的。此外,私立大学的终身教职和晋升教师在高质量会计期刊上发表的文章明显多于公立大学的教师。总体而言,我们的研究结果表明,授予博士学位的大学之间的研究质量和数量存在差异。在会计和那些只提供会计硕士学位的大学之间,以及公立和私立大学之间。更重要的是,我们的研究提供了任期和晋升案例的数量和质量预期,可供不同类型大学的会计教师、管理人员和外部审稿人使用。考虑到我们的研究结果是基于历史数据的,而随着时间的推移,终身职位/晋升的要求往往会不断增加,本研究的结果只能作为未来终身职位和晋升案例的指导。
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来源期刊
Journal of Accounting Education
Journal of Accounting Education Social Sciences-Education
CiteScore
4.20
自引率
0.00%
发文量
27
期刊介绍: The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.
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