The professional development of European accounting academics: a proposed theoretical framework for future research

TOURNA, E., HASSALL, T. and JOYCE, J. (2006). The professional development of European accounting academics: a proposed theoretical framework for future research. Accounting education, 15 (3), 275-286.

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Abstract

Over the last decade there has been a growing interest in the professional development of accounting academics and the effectiveness of their teaching. There is recognition that this development impacts on the primary roles of accounting educators: teaching, research and administration. This paper examines the career stories of accounting educators from different European countries. The aim is to develop a theoretical framework to provide new insights into the process of professional development. The comparative analysis of these career experiences led to the development of a proposed conceptual framework for gaining an understanding of the professional development of accounting educators. Drawing on these findings, the paper proposes that an awareness of the key-factors and the process of professional development of accounting educators may provide a new way of understanding the complex relationships among identities, system of beliefs, and behaviours related to teaching, research and administration.

Item Type:	Article
Uncontrolled Keywords:	accounting educators, professional development, biographical method
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Business School Research Institute > People, Work and Organisation Sheffield Business School Research Institute > Finance, Accounting and Business Systems
Departments - Does NOT include content added after October 2018:	Sheffield Business School > Department of Finance, Accountancy and Business Systems
Identification Number:	https://doi.org/10.1080/09639280600850737
Page Range:	275-286
Depositing User:	Ann Betterton
Date Deposited:	30 Jul 2008
Last Modified:	18 Mar 2021 22:16
URI:	https://shura.shu.ac.uk/id/eprint/206

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