Research–Teaching Yin–Yang? An Empirical Study of Accounting and Finance Academics in Australia and New Zealand

34 Pages Posted: 12 Mar 2019

See all articles by Phil Hancock

Phil Hancock

University of Western Australia

Neil Marriott

University of Glamorgan

Angus Duff

University of the West of Scotland

Date Written: March 2019

Abstract

This article uses a survey to explore relations between teaching and research of accounting and finance academics in Australia and New Zealand (ANZ). Previous research on the relationship between research and teaching is inconclusive. Two recent studies consider research–teaching relations in the accounting discipline in South Africa and the United Kingdom (UK). This investigation extends work undertaken in the UK to ANZ. Contrary to expectations, research‐active faculty see little merit in integrating research with teaching, while more junior and teaching‐oriented faculty do. In addition, the empirical model underlying the teaching–research Gestalt is remarkably similar to both ANZ and the UK.

Keywords: Teaching, Research, Gestalt

Suggested Citation

Hancock, Phil and Marriott, Neil and Duff, Angus, Research–Teaching Yin–Yang? An Empirical Study of Accounting and Finance Academics in Australia and New Zealand (March 2019). Accounting & Finance, Vol. 59, Issue 1, pp. 219-252, 2019, Available at SSRN: https://ssrn.com/abstract=3349311 or http://dx.doi.org/10.1111/acfi.12257

Phil Hancock (Contact Author)

University of Western Australia ( email )

Graduate School of Management
35 Stirling Highway
Crawley WA 6009
Australia
61 8 938029129 (Phone)
61 8 9380 1072 (Fax)

Neil Marriott

University of Glamorgan ( email )

Pontypridd CF37 1DL, Wales
United Kingdom
+44 1 443 482 340 (Phone)

Angus Duff

University of the West of Scotland ( email )

Ayr, KA8 0SX UK
United Kingdom

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