An International Meeting of the American Accounting Association American Accounting Association 2006 Annual Meeting August 6–9, 2006 Washington, D.C.

Karen C. Miller
Union University

Morris H. Stocks
University of Mississippi

Abstract: Prior research that attempts to correlate research and effective teaching generates conflicting results. The purpose of this study is to measure the impact of relevant research on the perception of effective teaching as reported by students. The study incorporates a between-subjects experimental design and a ranking instrument. The two factors of interest were whether the professor 1) conducts and publishes relevant research and 2) incorporates relevant research into classroom lectures. The results indicate that students enrolled in accounting classes perceive the professor who does both (conducts relevant research and incorporates research into classroom lectures) to be significantly more effective than professors who do not. Neither factor, when considered alone, was found to be significantly related to teaching effectiveness. Phase Two of the study found that students rank faculty research as one of the less important characteristics of the eight characteristics presented.

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