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This chapter discusses the utilization of professional accounting career panels as a cocurricular student recruitment and development activity. These career panels provide an opportunity for students to interact with the members of our Accounting Advisory Council and recent accounting graduates to learn more about the accounting profession and the career opportunities available to accounting majors. We address two questions in this chapter: (1) Can professionals be used to better inform students about the accounting profession? and (2) Can this approach be used to increase the degree to which students will consider accounting as a major? The analysis of the responses to questions elicited in the postcareer panel questionnaire indicates that students learned a significant amount from the experience. In addition, the data show that students from principles-level accounting courses who participated significantly increased the degree to which they would consider accounting as a major.

The primary objective of this study is to assess the effectiveness of supplemental instruction (SI) as an intervention strategy to improve student performance in the first intermediate accounting course. We perform analysis of covariance to evaluate the effect of SI attendance on course grades, after controlling for variables that have been found significant in prior research as grade determinants (cumulative incoming grade point average (GPA), financial principles grade, and whether the principles course was taken at a university or community college). Results indicate that SI attendance had a significant effect on the first intermediate course grade, with an improvement in course GPA of 0.74 for students who attended five or more SI sessions over those students who did not attend any sessions. Even moderate attendance (three to four SI sessions) showed a marginally significant improvement in course GPA of 0.41 compared with no attendance.

This chapter describes an eMentor program used as a cocurricular professional development activity for accounting majors at a university that is located in a relatively small city, geographically distant from the primary location of its major recruiters. The key element of the program is the use of e-mail as a communication channel to link students in our accounting program with accounting and business professionals. We provide information regarding our eMentor program's mission and objectives, recruiting professionals and students to participate, and an examination of data collected to evaluate the program. In addition, we identify the topics discussed during the interactions between professional mentors and students. Finally, we provide insights based on our experiences on running a successful eMentor program.

Results indicate that the program is an overall success since a high proportion of students and professionals agree/strongly agree that the program meets its mission and objectives, and virtually all of the professionals agree/strongly agree that the program is a worthwhile use of their time. Most student–mentor pairs have had several e-mail contacts and at least one phone contact, with a majority of students initiating some contact. The topics discussed most frequently centered on college curriculum choices and professional career path options, including the benefits of internships and externships.

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.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

The purpose of the present study is to identify key personality traits which distinguish customer service (CS) employees from other occupations and are related to their career satisfaction. As hypothesized, 2,610 CS employees were differentiated from other occupational groups by higher levels of conscientiousness, customer service orientation, and lower tough‐mindedness. Conscientiousness, customer service orientation, emotional stability, extraversion, and tough‐mindedness were significantly, positively related to customer service representatives’ (CSRs’) career satisfaction. Results are discussed in terms of the adaptive value of these traits for the recruitment, selection, and management of customer service employees.

Data for this study were extracted from an archival database containing information on individuals’ many different occupations and industries, including 2,641 CSRs and 76,788 individuals in other occupations. Measures included demographic items and the Big Five personality traits as well six other narrow personality traits.

As hypothesized, CS employees differed from other occupational groups by having higher levels of conscientiousness, customer service orientation, and lower tough‐mindedness. Also, conscientiousness, customer service orientation, emotional stability, extraversion, and tough‐mindedness were significantly, positively related to career satisfaction. Using hierarchical multiple regression, the Big Five traits (Openness, Agreeableness, Conscientiousness, Extraversion, and Emotional Stability) accounted for 22 percent of the variance in CSR career satisfaction, while the narrow traits added an additional 6 percent.

The findings of the present study are original in that the authors used a relatively large sample to identify key personality traits which distinguish CS employees from other occupations and are related to their career satisfaction. An empirically validated personality profile of CS workers was presented. The typical CS representative is more: conscientious, optimistic, intrinsically motivated, tender‐minded, deferential, conventional, willing to serve other people, and reluctant to work long hours or become workaholics.