Promoting the Importance of Teaching among Accounting Doctoral Students

• In Event: Teaching, Learning, and Curriculum II

Abstract

The Pathways Commission identified an imbalance in emphasis between research and teaching, especially in the development of new faculty during the doctoral education process. Responding to the Commission’s concern we identify two issues that arise from this imbalance and offer suggestions for addressing them. We ground our suggestions for enhancing the teaching proficiency of PhD students in social identity development and skill acquisition. We posit that rather than distracting from research, becoming more socialized in teaching circles and adding more emphasis on “how to teach” during the doctoral education years, will better prepare students for their future role as educators. This will remove some of the start-up inefficiencies that can bog down new faculty hires as they assume their teaching and research responsibilities.

Authors

• R. Drew Sellers, Kent State University

• Karen W Braun, Case Western Reserve University

• John S DeJoy, Union Graduate College