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Article
Publication date: 19 July 2019

Célia Lemaire and Pauline Paquin

Teacher-researchers carry out two singular, demanding and time-consuming, activities: research and teaching. Some, convinced of the cross-fertilization of these two activities…

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Abstract

Purpose

Teacher-researchers carry out two singular, demanding and time-consuming, activities: research and teaching. Some, convinced of the cross-fertilization of these two activities, try to introduce elements of their research into their courses. This intention becomes a major challenge for interpretive and critical teacher-researchers in accounting who cannot rely on textbooks, mostly oriented for the mainstream. The purpose of this paper is to investigate how those teacher-researchers proceed to infuse their research into their courses.

Design/methodology/approach

This paper is an exploratory qualitative study based on interviews.

Findings

The results show three typical profiles that correspond to three ways of infusing research into courses, and how these profiles can evolve and combine.

Originality/value

The identification of teacher-researcher profiles allows categorization of how they infuse their research into their teaching. By listing the constraints imposed on teacher-researchers intending to infuse research, proposals for ways to overcome the identified constraints that hinder the cross-fertilization of research and teaching are suggested. The paper also reexamines the status of teachers-researchers in accounting who address a critical approach in their teaching.

Details

Qualitative Research in Accounting & Management, vol. 16 no. 4
Type: Research Article
ISSN: 1176-6093

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