Research–teaching yin–yang? An empirical study of accounting and finance academics in Australia and New Zealand

Philip Hancock, Neil Marriott, Angus Duff

Research output: Contribution to journalArticlepeer-review

15 Citations (Scopus)
45 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)219-252
Number of pages34
JournalAccounting & Finance
Volume59
Issue number1
DOIs
Publication statusPublished - Mar 2019

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