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Pedagogical Training in Ph.D. Programs: How Does Accounting Compare to Similar Disciplines?

Ira Abdullah, Alisa G. Brink, C. Kevin Eller, Andrea Gouldman

Advances in Accounting Education: Teaching and Curriculum Innovations

ISBN: 978-1-78560-767-7, eISBN: 978-1-78560-766-0

Publication date: 11 January 2016

Abstract

Purpose

We examine and compare current practices in teaching preparation in U.S. accounting, finance, management, and economics doctoral programs.

Methodology/approach

We conduct an anonymous online survey of the pedagogical training practices experienced by Ph.D. students in accounting, finance, management, and economics programs in the United States.

Findings

Results indicate that accounting, finance, and management perform similarly with respect to providing doctoral students with first-hand teaching experience and requiring for-credit courses in teacher training. Accounting and management appear to utilize doctoral students as teaching assistants less than the other disciplines. A lower proportion of accounting doctoral students indicate that their program requires proof of English proficiency prior to teaching, and pedagogical mentoring is rare across disciplines. Accounting and management doctoral students feel more prepared to teach undergraduate courses compared to finance and economics students. However, all disciplines indicate a relative lack of perceived preparation to teach graduate courses.

Practical implications

This study provides empirical evidence of the current practices in pedagogical training of accounting, finance, management, and economics doctoral students.

Social implications

The results highlight several areas where accounting could possibly improve with regard to pedagogical training in doctoral programs. In particular we suggest (1) changes in the teaching evaluation process, (2) development of teaching mentorships, (3) implementing a teaching portfolio requirement, and (4) incorporation of additional methods of assisting non-native English speakers for teaching duties.

Originality/value

The study fills a gap in the literature regarding the pedagogical training in accounting doctoral programs.

Keywords

Acknowledgements

Acknowledgments

The authors acknowledge the helpful comments and suggestions made by the editor, two anonymous reviewers, participants from presentations at the 2014 AAA Annual Meeting and Weber State University, Pennie Bagley, Huiqi Gan, Robson Glasscock, Karen Green, David Malone, James Rebele, Melloney Simerly, and Benson Wier.

Citation

Abdullah, I., Brink, A.G., Eller, C.K. and Gouldman, A. (2016), "Pedagogical Training in Ph.D. Programs: How Does Accounting Compare to Similar Disciplines?", Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 111-145. https://doi.org/10.1108/S1085-462220160000018005

Publisher

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Emerald Group Publishing Limited