Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
AACSB Standards and Accounting Faculty's
Intellectual Contributions
B. Brian Lee & Munir Quddus
To cite this article: B. Brian Lee & Munir Quddus (2008) AACSB Standards and Accounting Faculty's Intellectual Contributions, Journal of Education for Business, 83:3, 173-180, DOI: 10.3200/JOEB.83.3.173-180
To link to this article: http://dx.doi.org/10.3200/JOEB.83.3.173-180
Published online: 07 Aug 2010.
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n this study, we aimed to evaluate intellectual contributions (ICs) by accountingfacultymembersatnondoc-toral higher education institutions that havesuccessfullyappliedforaccredita- tiontotheAssociationtoAdvanceCol-legiateSchoolsofBusinessInternational (AACSB).Ourcomparingthedistribu- tionoftopicsintheirintellectualcontri-butionportfolioswithatypicalcollege curriculum in accounting and with the distribution of research topics in 2004 issues ofThe Accounting Review(AR) revealedaremarkablelackofalignment betweenresearchandteachinginactivi-tiesofaccountingfacultymembers.
Wereviewedasampleof20curricula vitae of accounting faculty members withaterminaldegreeinaccountingat fivenewlyAACSB-accrediteduniversi-ties in Texas. We obtained the 20 cur-ricula vitae from their self-evaluation reports (SERs). Together, these faculty members produced 107 articles in six classifiedfieldsinaccounting:(a)man- agerialorbehaviororaccountinginfor-mationsystems(AIS),(b)pedagogy,(c) taxes, (d) auditing or ethics, (e) finan-cial accounting, and (f) others. Only four faculty members produced ICs in financial accounting. This distribution is in contrast to courses in a typical accounting curriculum of which 50% arerelatedtotopicsinfinancialaccount-ing. In other words, most accounting
facultymembersteachcoursesinfinan-cial accounting, but their published researchisinotherfields.
A review of all articles published in ARin2004revealedthattopicsinfinan-cial accounting represent 61% of the totalpublicationsinfiveareas,exclud-ing pedagogical topics. A comparable statisticinfinancialaccountingbyfac-ulty members at the five institutions is 32.4%. This seems to indicate that faculty members at these institutions donotfavortopicsinfinancialaccount-ing, which represent one of their pri-maryareasofteaching.However,issues in financial accounting are significant areasofaccountingresearch.
ReviewoftheLiterature
AsofApril2006,theAACSBaccred-ited undergraduate and graduate busi-ness programs at 442 universities in theUnitedStates.Inparticular,AACSB accreditationisimportantforsmall-and medium-sizedteachinguniversitiesthat invest in accreditation to enhance their image,curriculum,funding,studentand facultyrecruitment,andpublicrelations (Andrews, Roe, Tate, & Yallapragada, 1994). The AACSB markets its mem-bership and accreditation as “the hall- markofexcellenceinmanagementedu-cation”(AACSB,2007,p.1).
In April 2003, the AACSB (2006) approveditsrevised21standardsinthree areas: strategic management standards, participant standards, and assurance of
AACSBStandardsandAccounting
Faculty’sIntellectualContributions
B.BRIANLEE MUNIRQUDDUS
PRAIRIEVIEWA&MUNIVERSITY PRAIRIEVIEW,TEXAS
I
ABSTRACT.Theauthorsperformeda contentanalysisofintellectualcontribu-tionportfoliosofaccountingfacultyat variousbusinessschoolsthatAssociation toAdvanceCollegiateSchoolsofBusi-nessInternationalrecentlyaccredited.The resultsshowedasignificantdivergencein facultyresearch(e.g.,areas,topics)and theirteachingassignments.Thisdivergence isproblematicbecausesuchmisalignment wouldindicatethatcurrentmeasuresof facultycurrencyfailtoassesswhether accountinginstructorsareadequatelypre-paredtoteachintheirassignedteaching areas.
Keywords:AACSBstandards,contributions topractice,discipline-basedscholarship, intellectualcontributions,learningand pedagogicalresearch
Copyright©2008HeldrefPublications
VIEWPOINT
learning standards. In particular, under thenewstandards,eachcandidateinstitu- tionisdeductivelyevaluatedforitscom-pliancewiththestandardsonthebasisof its mission statement with the assump-tion that every instituassump-tion is different in terms of educational goals, resources, and stakeholders (Miles, Hazeldine, & Munilla, 2004). An AACSB-accredited universitymustdemonstratethatitsstu-dentsareequippedwithknowledgeand skills that are embedded and enshrined initsmissionstatement.
Effective learning occurs in an environment where students are able to receive quality teaching, adequate resources, academic and career advice, and encouragement from stakeholders. Nonetheless, the importance of quality oreffectiveteachingcannotbeoverem-phasizedbecauseaninstructorservesas theprimaryvehicletorelatenewknowl-edge and concepts to the students; the instructor’sskillsdeterminethequality ofeducation.
The AACSB shares this view by emphasizing a need for instructors with a terminal degree in their area of teaching and with evidence of efforts tomaintainthecurrencyintheareaof theirteachingthroughtheproductionof ICs.AACSB(2006)Standard10states, “Thefacultyhasandmaintainsintellec-tualqualificationsandcurrentexpertise to accomplish the mission; to assure thatthisoccurs,theschoolhasaclearly defined process to evaluate individual faculty member’s contributions to the school’smission”(p.14).
Faculty members must demonstrate theirscholarlyactivitiesbyproducingICs inoneormoreofthreecategories:disci-pline-basedscholarship,contributionsto practice, and learning and pedagogical research. Priority of ICs in the three categoriesisdeterminedbythemission of an institution (Martz, McKenna, &
scholarshipandcontributionstopractice. Learning and pedagogical studies can be considered discipline-based research if published in refereed journals. How-ever, in general, faculty members at an AACSB-accreditedbusinessschoolhave a wide range of choice in producing theirICs.
Accounting is different from other disciplines in the business program in several ways. First, accounting is the sole unit in the business program that is aligned with the professional examination,thatis,theCertifiedPublic Accountant(CPA)Examination.Second, becausealargenumberofaccounting-relatedcoursesarerequired,accounting students cannot take courses in other disciplines without substantially delay-ing their graduation. Thus, account-ing students focus only on accountaccount-ing coursesoncethecorebusinessrequire-mentshavebeensatisfied.Last,although interdisciplinary research projects take placewithinbusiness,mostaccounting ICs deal with accounting issues. Thus, it is not uncommon for institutions to create a school of accountancy that is separatefromotherbusinessprograms. AACSBprovidesanelectiveaccounting accreditation unit beyond the business program, recognizing the uniqueness of the accounting program. Therefore, a number of institutions (163 in the United States as of December 2007) pursueanelectiveaccountingaccredita- tionunitbeyondthebusinessaccredita-tion program. However, a majority of accreditedinstitutionsaresatisfiedwith the business accreditation that covers theaccountingunit.
Thus, Dyckman (1989) character- izedtheaccountingprofessionasatri-angle of research, teaching, and prac-tice. The three elements are supposed to closely interact with one another while playing their distinct roles in
Yet, Sterling (1973) argued that accounting research has been isolated from accounting practice for different reasons. One of the primary reasons is the wide gap between the resolutions that accounting researchers pursue and the problems that accounting practitio-ners face. Furthermore, Sterling argued thatstudentsaretaughttoabsorbexisting accounting practices as unchangeable so thatthereisnoroomineducationtoincor-porateconflictingresearchfindings.
The seeming separation between research and education in accounting is inconsistent with the spirit laid out in the standards of AACSB. Further-more,Bell,Frecka,andSolomon(1993) investigated an association between research productivity of accounting facultyandtheirteachingeffectiveness and reported a statistically significant correlation between the two factors. However, they did not examine why thetwofactorsarecorrelated.Thus,the significantrelationcanbeinterpretedin two ways. First, productive accounting researchers might be effective teachers because persons who excel at one task oftendowellatothertasks.Second,the the continuous efforts of faculty mem-bers to upgrade skills and knowledge in the field of their teaching. To our best knowledge, no study has investi-gatedwhatICsaccountingprofessorsat AACSB-accrediteduniversitiesproduce tomaintaincurrencyintheareaoftheir teaching. Consequently, in this study, wewantedtoinvestigatesuchICs.
ResearchQuestion
At institutions that successfully applied for AACSB accreditation for
theirfaculty’sICsshouldbeappropriate todeliverqualityeducationtotheirstu-dents. In general,AACSB ensures that facultymembershavebeeninvolvedin intellectualactivitiestokeepabreastof new knowledge and skills in the area of their teaching (i.e., academic func- tionalareaofbusinesssuchasaccount-ing, finance, management, and others). Accordingly,withinthefunctionalarea (e.g., accounting), instructors use their ICsinanyfieldasevidenceofthecur-rency of their knowledge. However, each subject field in accounting—such as financial accounting, managerial accounting,accountinginformationsys-tems, taxation, auditing, and ethics— requires distinctive skills and exper-tise.Becauseknowledgetransferability between subjects (e.g., between finan-cial accounting and ethics) is low, ICs inaccountingaretoobroadtomeasure thecurrencyofinstructorsintheareaof theirteaching.Accordingly,weapplied content analysis to ICs of accounting instructorstocategorizetheirtopicsand determinetherelevanceoftheICstothe facultyteachingarea.
We obtained SERs from five newly AACSB-accrediteduniversitiesinTexas andthenfocusedonpublicationsinref-ereed journals by accounting faculty withaterminaldegreebecausetheyare trained to carry out rigorous research projects. Analysis of accounting fac-ulty’s curricula vitae in SERs revealed that most publications at these institu-tions were produced by faculty with a terminaldegree,exceptforonewhodid notearnaterminaldegreebuthaspub-lished a substantial number of articles in refereed academic and practitioner journals. For the purpose of cross- sectionalcomparison,thefacultymem-ber without a terminal degree was removedfromthesample. mary basis for determining the specific accountingfieldsforclassification.
We classified research articles into six groups—managerial or behavior or AIS (MBA), pedagogical development (PED), taxes (TAX), auditing or ethics
(AE), financial accounting (FA), and others(OTHER)—onthebasisoftitle, similarityincontent,andresearchmeth- ods.MBAincludedarticlesinmanage- rialaccounting,psychology,andindivid-ual behavior because these disciplines are related in terms of research meth-odologies and topics. One article was written about accounting information systemsthatarepartofafirm’soverall managerial accounting system. Thus, wecombinedthreetypesofarticlesinto MBA. The accounting curriculum in general includes managerial account-ing, cost accountaccount-ing, and accounting informationsystemscoursesthatcover topicsinMBA.Ethicsisnotpartofthe traditionalaccountingcurriculum.How-ever,presentlytheTexasStateBoardof Public Accountancy (TSBPA) requires candidates for the uniform examina-tion of CPA to complete one ethics course prior to sitting for the exami-nation. Because professional ethics is oneofthemajorissuesintheattesting function,wecombinedethicsandaudit-ing.FAincludedstudiesthatfocusedon individual elements in financial state- ments,accountingregulations(i.e.,gen-erally accepted accounting principles; GAAP),theroleoffinancialstatements in capital markets, and others. Exam-ples of FA in the accounting curricu-lum include intermediate accounting, advanced accounting, accounting the-ory, and others. The OTHER category includesbusinesslaw.
AsshowninTable1,weincluded107 publications in refereed journals by 20 accountingfacultymembers.Thenum-berofpublicationsperfacultymember ranged from 1 to 15. Most accounting faculty published their articles in mul-tiplefields(fourwasthemaximum).
Table 2 summarizes publications in sixareas:MBA,TAX,AE,FA,OTHER, andPED.Inall,13accountingprofes-sorspublished39articlesinPED,and3 accounting professors published 9 arti-clesinTAX.Furthermore,4professors published 22 articles in FA. In MBA and AE, 8 and 9 professors published 16 and 20 articles, respectively. Thus, thePEDarearepresented36.4%ofthe total publications (107), and the TAX areashowed8.4%.
To evaluate the consistency between research and teaching activities of
accounting faculty, we looked more closely at one of the business schools in the sample. The school included 12 accounting courses in the accounting curriculum,asTable3shows.Thisisa typical accounting curriculum in busi-nessschools.Mostaccountingprograms in Texas include one ethics course to meettherequirementoftheTSBPA,but this business school offered an ethics courseatagraduatelevel.
When we divided the accounting courses into four groups (except for PED and OTHER), FA included half of the accounting courses (6). MBA included three courses, TAX included two,andonewasanauditingcourse.
RESULTS
Substantial discrepancy existed between research and teaching activi-ties of accounting faculty. Only 4 of the 20 accounting instructors (20%) at five universities published articles in the financial-accounting area, which represented 50% of the courses in the accountingcurriculum.Inthepresence ofmultisectionsinfinancial-accounting courses, we can reasonably assume thatmostaccountinginstructorstaught coursesinthefinancial-accountingarea, but they researched fields other than financial accounting. In contrast, few facultymemberstaughtauditingoreth-ics courses, but 9 of the 20 account-ing faculty members published ICs in theAEarea.Thisobservationdoesnot fully support the position of AACSB thatthecurrencyoffaculty’sknowledge and expertise in their teaching area is updatedthroughtheirintellectualactivi- ties.Rather,alargenumberofaccount-ingfacultymemberswereteachingone fieldwhileresearchingotherfields.
Forcomparison,wereviewedarticles in issues ofAR that were published in 2004 to understand what top research-ers in accounting publish. Articles in AR were mostly written by accounting facultywhowereatdoctoralinstitutions whereadequatefinancialandnonfinan-cial support for research was provided andwherepublishingarticlesinsucha topaccountingjournalwasexpectedof the faculty members. Thus, articles in ARmightnotbearelevantcriterionfor facultyatnondoctoralbusinessschools
TABLE1.ClassifiedPublicationsofAccountingFaculty:Distributionby IndividualFaculty
No.of No.of No.of
publications publications subjects
Institution Faculty Subject persubject perfaculty perfaculty
I I.A PED 1
TAX 3 4 2
I.B PED 1
AE 4
MBA 5 10 3
I.C PED 9
TAX 4
AE 1
MBA 1 15 4
I.D PED 9
MBA 2
AE 2 13 3
II II.A AE 1 1 1
II.B FE 4 4 1
II.C MBA 1
PED 2
AE 1 4 3
II.D AE 2
PED 3 5 2
III III.A Business 1 1 1
law
III.B PED 1 1 1
III.C PED 2 2 1
III.D MBA 3
PED 1 4 2
IV IV.A MBA 2
FE 3
AE 7
PED 1 13 4
IV.B TAX 2 2 1
IV.C FE 14 14 1
IV.D AE 1 1 1
IV.E AE 1
MBA 1 2 2
V V.A PED 1 1 1
V.B MBA 1
PED 3 4 2
V.C FE 1
PED 5 6 2
Total 20 — 107 107
Note.Tableincludesasampleof20curriculavitaofaccountingfacultymemberswithaterminal degree in accounting at five newlyAACSB-accredited universities inTexas. Each institution is labeledusingaromannumeral.IndividualfacultymembersarelabeledusinganEnglishalphabet letter.Managerialorbehaviororaccountinginformationsystems(MBA)=Managerialaccount-ingresearchthatincludesissuesinbehaviorandaccountinginformationsystems.Taxes(TAX)= Individualandcorporatetaxation.Pedagogicaldevelopment(PED)=Learningandpedagogical research.Auditingorethics(AE)=Researchstudiesinauditingandethics.Financialaccounting
decisions in universities. Second,AR, astheflagshipjournaloftheAmerican AccountingAssociation,representsbal-ancedviewsofitsmembersandeditors insteadoffocusingonselectedissuesin accounting.Forexample,theothertwo topjournals,theJournalofAccounting Research(publishedbytheUniversityof Chicago)andtheJournalofAccounting and Economics (published by the Uni-versityofRochester),focusheavilyon issues in financial accounting. Table 4
showsclassifiedarticlesinissuesofAR that were published in 2004.We made the classification on the basis of their titlesandcontents.Severalarticlescover morethanonesubjectarea,andsubject judgments were made on the basis of the context. For example, Menon and Williams (2004) examined the effects of the employment of formal audit partnersonafirm’sabnormalaccruals, by combining two distinct concepts: audit independence (AE) and accruals
management(FA).Becausethatarticle strongly favors auditing and accruals managementasatooltoexamineaudit independence,weclassifiedthatarticle asAE.However,GuentherandSansing (2004) studied the value relevance of reversing elements in financial state-ments and deferred tax liabilities. In that case, Guenther and Sansing used tax-relatedaccountstoprovetheirvalue relevance in the capital market, so we classifiedthatarticleasFA.
TABLE2.ClassifiedPublicationsofAccountingFaculty:Distribution bySubject
No.of
No.of Totalno.of publications
Subject faculty publications % withoutPED %a
Managerialor
behaviororAIS 8 16 15.0 16 23.5
Taxes 3 9 8.4 9 13.2
Auditingor
ethics 9 20 18.7 20 29.4
Financial
accounting 4 22 20.6 22 32.4
Businesslaw 1 1 .9 1 1.5
Pedagogical
development 13 39 36.4 — —
Total 38 107 100 68 100
Note.AIS=Accountinginformationsystems.PED=Pedagogicaldevelopment.
aPercentageofpublicationscomputedwithoutpublicationsinpedagogicaldevelopment.
TABLE3.AccountingCoursesInaTypicalAccountingCurriculum
%oftotal
Course Credithours credithours
Financialaccounting 18 50
IntermediateaccountingI IntermediateaccountingII Advancedaccounting Fundaccounting Accountingtheory
ManagerialorbehaviororAIS 9 25
Managerialaccounting Costaccounting
Accountinginformationsystems
Taxes 6 17
FederalincometaxI FederalincometaxII
Auditing 3 8
Total 36 100
Note.AIS=Accountinginformationsystems.Accountingcurriculumiscurrentlyineffectatone typical nondoctoral business school in Texas. In addition, most accounting programs in Texas includeoneethicscoursethatisrequiredbytheTexasStateBoardofPublicAccountancy.This schoolofferstheethicscourseatagraduatelevel.
FAarticlesrepresent61%(28of46) ofthearticlespublishedinARin2004. InTable1,wherewecomputedaratio ofarticlespublishedineachfieldwith-out PED articles (pedagogical research is published in the sectional journal IssuesinAccountingEducation),theFA areashows32.4%.
Of all, 10 articles were associated with topics inAE, and 6 articles were associated with topics in MBA. The larger number of articles in AE might havebeenassociatedwithrecentfinan- cialfraudsthatwerecommittedbypub-lic corporations. For example, of 40 articles published in the issues ofAR in 2002, only three addressed audit-ing questions. As discussed earlier in this article, the distribution of articles inAR should be compared to ICs of accountingprofessorsatthefiveinstitu-tions cautiously. Most authors of arti-cles inAR likely work for universities withadoctoralprograminaccounting. Therefore,theprimaryobjectiveoftheir research is likely to promote scholarly contribution to the accounting litera-ture(i.e.,discipline-basedscholarship). Thus, contributions to practice might
conducting adequate research in finan-cial accounting, which is an impor-tant part of the accounting curriculum. Given that a majority of articles in AR are devoted to topics in financial accounting, researchers may ask why accountingeducatorsarenotsufficient-ly interested in research pertaining to financial-accounting topics. Without a survey of accounting faculty at these institutions,wecouldnotprovidedefi-niteanswerstothisquestion.However, wediscussthisanomalybyfocusingon the research methodology that prevails infinancialaccounting.
We reviewed 28 articles in finan-cial accounting thatAR published in 2004. Three articles presented analyti-calresearchthatreliedonmathematical methods to propose research proposi-tions.Weidentifiedthreeotherarticlesas presentingresearchthatusedanexperi-mental method. The rest of the articles (22)presentedresearchthatusedarchival financialdatabasestoprovideempirical evidence in response to research ques-tions. Of the 22 articles, 5 presented studiesaboutfinancialreportsinforeign
countries.Thus,17articlesusedaccount-Thus, the lack of available financial databases is one of the main barriers thataccountingeducatorsatsmall-and medium-sized business schools face in conducting research in financial accounting. Even the basic database Compustat, with an annual subscrip-tion rate of $19,000, is likely beyond the budget of many business schools. Further, providers of these financial databases charge an annual license fee per institution, not per the number of users.Ingeneral,fewfacultymembers at small institutions need the financial databases because undergraduate stu- dentsorMBAstudents—atypicalgrad-uate business program for small insti-tutions—do not use them extensively duringtheircoursework.Thesestudents arenotnormallytrainedtoapplystatis-tical analysis to massive data that are extractedfromdatabasessuchas Com-pustat or theCenter for Research in SecurityPrices.Incontrast,anumberof usersareatlargeinstitutionswithdoc-toral programs, including docusersareatlargeinstitutionswithdoc-toral stu-dents in specialized areas.As a result, asmallinstitutionbearshighercostper user for these financial databases than
TABLE4.DistributionofArticlesin2004IssuesofTheAccountingReview
No.ofarticles
Subject January April July October Total %oftotal
ManagerialorbehaviororAIS 1 1 2 2 6 13
Auditingorethics 4 3 1 2 10 22
Taxes 1 1 2
Financialaccounting 5 7 9 7 28 61
Businesslaw 1 1 2
Pedagogy
Total 10 12 12 12 46 100
Note.Severalarticlescovermorethanonesubjectarea.Inthesecases,wechosethesubjectthatwasmostdominantineacharticle.AIS=accounting informationsystems.
about elements in financial statements based on opinions that they received from a variety of interest groups. This occurred, in particular, when related financial-accounting standards were under consideration. In addition, many accounting practitioners and finan-cial analysts deal with current issues in accountingbytakingadvantageoftheir access to private sources of informa-tionasawaytogeneratetheirrevenues. For example, the Center for Financial Research &Analysis (CPRA) regularly producesanalyticalandopinionresearch reportsaboutindividualpublicfirmsand then sells them to investors. Thus, it is difficult for academic researchers to publish opinion or concept articles that provide incremental value beyond what the accounting regulatory bodies and investment firms have published. This difficulty may explain why a number of accounting faculty members at non-doctoral institutions favor research in auditing, ethics, and pedagogy, which offer room for them to write opinion articlesandtoeasilycollectdatafortheir researchquestions.
In summary, our study revealed that accounting educators at small institu-tionshavenotbeenassuccessfulinusing
On the basis of a content analysis of IC portfolios of accounting faculty at a sample of AACSB-accredited business schools, we showed a significant diver-gence between faculty’s research (areas and topics) and their teaching assign-ments. We recommend that AACSB and other accrediting bodies consider additional mechanisms to assist faculty members at small- and medium-sized institutions to conduct research in their teaching areas. One strategy would be the formation of a resource consortium thatincludessmallbusinessschoolsthat cannot afford these financial databas-es. The consortium would subscribe to annual licenses of these databases and make them available to researchers at memberinstitutionsforasmalluserfee.
This proposal has a couple of advan-tages. The creation of the resource con- sortiumshouldnotnegativelyaffectven-dorsoffinancialdatabases.Financialdata themselvesarepublicgoods.Subscription feesarejustifiableforvendorstorecover the costs that they incurred to collect, process, and disseminate financial data. These costs are mostly fixed, and incre-mental costs associated with additional usersshouldbesmall.Becausefacultyat small-andmedium-sizedschoolscannot afford the financial databases under the current pricing system, the revenues of vendorsshouldincreasebyattractingless privilegedusersthroughreducedprices.
In addition, wide availability of financial-statement archives would encourage accounting faculty to pur-sueresearchinfinancialaccountingthat would potentially deliver knowledge of relevant and current issues to their students and confront many important problems in the capital market (e.g., financialfrauds,earningsmanagement). Inrecentyears,wehavewitnessedmas- sivefinancialfraudsinthecapitalmar-ket. The Sarbanes-Oxley Act (2002) was enacted to prevent managers of public firms from getting involved in accounting frauds. However, because of these new regulations, public firms have assumed substantial amounts of compliancecosts.TheFinancialExecu-tives International surveyed 217 firms with average revenue of more than $5 billionandfoundthattheircompliance costs were, on average, $4.46 million annually.Inotherwords,societyspends an enormous amount of resources on preventingtherecurrenceofaccounting scandalsinthefuture.
Investment in academic research can havelargedividendsforsociety.Itisnot unusualthatacademicresearchfindings trigger regulatory bodies to investigate wrongdoingsbypubliccorporations.For example, a professor at the University of Iowa investigated the public firms’ practiceofbackdatingstockoptions.His findingthatfirmsretroactivelychosethe option grant date when stocks fell so that the option value for their execu-tives became artificially inflated alerted the Securities and Exchange Commit-tee,whichlaunchedmanyinvestigations (Dvorak, 2006). Because of this back-ground,itisatimeforAACSBtohelp
accounting educators to apply their knowledge and skills in teaching and doing research in financial accounting. Inaddition,animprovementinfaculty’s research in financial accounting would contribute to transparency and account-ability in the capital market and to the greatergoodofsociety.
NOTES
Dr. B. Brian Lee’s research interests are earnings management, relevance of accounting information in the capital markets, international accounting,ethics,andhighereducation.
Dr. Munir Quddus’s research interests are entrepreneurship, ethics, history of economic ideas,economicdevelopment,andhighereduca-tion.
Correspondence concerning this article should be addressed to Dr. B. Brian Lee, Professor, PrairieViewA&MUniversity,P.O.Box519,MS 2310,PrairieView,TX77446.
E-mail:brlee@pvamu.edu
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