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

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.

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.

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

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.

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

While the important role of information literacy instruction as a central service in academic libraries is well observed in scholarly literature, there has been little examination of the impact of the rapid increase of instructional duties on practicing librarians, whose traditional instruction duties have expanded or whose positions have not traditionally required leading a classroom. The study in this chapter explores librarians’ perceptions of the impact that increased instruction tasks have had on their day-to-day and long-term goals, perceptions of the support they receive in performing their instructional duties, and what types of instruction training they have received throughout their career. The ways in which the addition of instruction duties for librarians have been perceived by the librarians themselves as they strive to increase support for instructional services without impacting the library’s ability to continue to perform traditional public and technical services functions is discussed as a marker of the future needs of the field and the necessity of recognizing professional strain.

Certain administrative structures and processes need to be in place on the home campus to provide high quality study abroad experiences for students. They provide the support needed to make study abroad programs successful and effective. To this end, they need to be based on criteria that ensure the best possible quality in these arrangements as they relate to stated program outcomes.

This chapter presents data from research studies specifically aimed at gathering the perspectives of K-12 students who are taking online courses for credit recovery, their virtual school teachers, and face-to-face school support professionals.

This research employed ethnographic techniques to explore the benefits and challenges of online learning as a strategy for credit recovery.

Our research explores several key findings. The data suggest that the benefits and challenges of online learning for students are one in the same. With proper orientation, individualized support, and purposeful structuring of online programs, online and blended learning as a potential solution for credit recovery students, potentially decreasing the number of future high school dropouts.

This chapter suggests a need to look more carefully at orientation, support, and structuring procedures for online credit recovery.

This chapter is very valuable as a tool for thinking about credit recovery online. It also provides valuable insight into credit recovery from the perspectives of students who are doing the online courses.

Purpose – This chapter argues that graduate-level library science should develop a robust teaching curriculum.

Approach – This chapter is an argumentative paper relying on secondary research.

Findings – Teaching is a significant component of the modern library profession.

Originality – This chapter calls for librarians not only to acknowledge the centrality of teaching in their profession but also to anchor graduate-level library science curriculum to it.

This study aimed to match high-impact, experiential learning with equally powerful assessment practices.

We observed three examples of programs, analyzing individual student artifacts to identify multiple learning outcomes across domains through a novel approach to assessment.

Important outcomes from this effort were boundary-crossing qualities made visible through a multi perspective assessment process.

Future research should focus on the nature of experiential learning and measurement thereof.

Learning design should consider experiences as a means to reflection, which complement content delivery. Instructors may restructure course credit loads to better reflect additional learning outcomes.

Learners with this feedback may be able to better articulate sociocultural learning.

Describes learning in experiential and high-impact education; novel assessment of experiential learning in university setting.

The purpose of this chapter is to describe an accounting ethics course whose purpose, in part, is to short circuit the process that leads to foolish ethical decisions by professional accountants. In addressing how to make ethical decisions, the course deliberately includes processes intended to develop wisdom and to impede reflexive decisions that reflect the five fallacies of thinking. The approach described represents an active, engaging approach to increasing dialogical and dialectical reasoning in students’ pursuit of wisdom through individual selection of outside reading, engaging speakers, and the use of ethics accountability groups. The course is adaptable to large and small class settings where the professor desires extensive interaction among students, and it creates an environment designed to help students develop self-chosen principles to guide their professional lives. Students take responsibility for developing self-determined principles to guide their professional lives. Clearly identifying these principles provides students a basis for resisting ethical compromises in their careers. The course focuses students on developing wisdom and recognizing the weaknesses in a purely calculation-based moral reasoning.

Examine hiring preferences of nonpublic accounting professionals when selecting candidates with online versus traditional face-to-face (FTF) accounting degrees.

Surveys.

Consistent with Kohlmeyer, Seese, and Sincich (2011), this study revealed that accounting professionals, in general, indicated a strong preference to hire students with a FTF accounting degree as compared to a candidate with an online (OL) accounting degree. However, there were two significant departures from the results of Kohlmeyer et al. (2011). AACSB accreditation did help mitigate the respondents’ reluctance to hire students with OL degrees. In addition, nonpublic accounting professionals were neutral as to whether they would hire someone with an online accounting degree in the next three years. Public accounting professionals opposed hiring someone with an online accounting degree in the next three years (Kohlmeyer et al., 2011).

Online programs are going to have to be more proactive in persuading accounting professionals that an online and FTF accounting degree are equally desirable for hiring purposes.

Students need to be aware of accounting professionals’ hiring concerns in regard to candidates with online accounting degrees.

Little research has examined the hiring preferences of accounting professionals in selecting candidates with either an online or FTF accounting degree.