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Although men and women enter public accounting in comparable numbers, a disproportionately small number of women advance to the rank of partner. A suggestion is sometimes made that women are either unaware of, or intentionally excluded from, informal communication networks within a firm. These networks socialize individuals into the organization, provide support and offer opportunities to informally influence decisions. The general assumption is that women are not integrated into organizational communication networks; however there has been no empirical research on actual network formation within an accounting firm. This study reports the results of an analysis of work and friendship networks among women and men in an office of an international accounting firm. The analysis uses a computer algorithm to identify networks of closely connected individuals known as cliques and to derive measures of an individual's prominence within communication networks. The clique analysis shows a notable lack of close relationships between female managers and male partners. Although women participate in the firm's informal communication networks, female mangers are less prominent in informal networks and do not have close ties with male partners, which suggests that women may face a glass ceiling in advancement to partner

This chapter compares student performance and course satisfaction in two large sections of an introductory financial accounting course. The students in one section used an online homework management system (OHMS), whereas the students in the other section used traditional homework methods. While an OHMS saves instructors’ valuable time, there is little extant research on how these systems affect students. Our study compares several performance measures and a general course satisfaction survey across the two groups of students. The results provide some evidence that an OHMS enhances students’ performance on some of the performance measures. Our results also show that there is no effect on students’ satisfaction in the course.

This chapter includes a citation analysis of the first 16 volumes of Advances in Accounting Education: Teaching and Curriculum Innovations (henceforth, Advances in Accounting Education). Using this analysis, we identified the top 20 articles of the 195 articles published. This analysis provides an understanding of the relative contribution and impact of the papers published in Advances in Accounting Education, and the information provides past authors with a measure of how their contributions compare with the contributions of other authors. Also, this analysis may be valuable for potential contributors who are developing a research topic in that it will enable them to identify the types of articles that have traditionally had the greatest impact.

We also identify the top 30 authors of the 383 who have published in the journal. This analysis not only gives feedback to the authors listed, but also helps accounting education researchers identify authors whose work may be relevant to their interests.

We report the research categories (issues) and methodologies used for all articles published from 1998 to 2015 in Advances in Accounting Education. We also compare the research issues and research methodologies used in Advances in Accounting Education to those in the Journal of Accounting Education and Issues in Accounting Education for the period 2006–2015. Authors considering submitting a manuscript to one of these journals can use this information to determine which journal might be the best fit for their work.