Research, teaching and service are the main activities carried out in
almost all European universities. Previous research, which has been mainly
centred in North-American universities, has found solid results indicating
that research and teaching are not equally valued when deciding on faculty
promotion. This conclusion creates a potential conflict for accounting
academics on how to distribute working time in order to accomplish personal
career objectives. This paper presents the results of a survey ...
Research, teaching and service are the main activities carried out in
almost all European universities. Previous research, which has been mainly
centred in North-American universities, has found solid results indicating
that research and teaching are not equally valued when deciding on faculty
promotion. This conclusion creates a potential conflict for accounting
academics on how to distribute working time in order to accomplish personal
career objectives. This paper presents the results of a survey realised
in two European countries: Spain and the United Kingdom, which intended
to explore the opinions and personal experience of accounting academics
working in these countries. Specifically, we focus on the following issues:
(i) The impact of teaching and service on time available for research;
(ii) The integration of teaching and research; (iii) The perceived value
of teaching and research for career success and (iv) The interaction between
professional accounting and accounting research. The results show that
both in Spain and in the United Kingdom there is a conflict between teaching
and research, which has its origin in the importance attached to research
activities on promotion decisions. It also seems evident that so far, the
conflict is being solved in favour of research in prejudice of teaching.
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