Synergy Between Teaching & Research

New Faculty ConsortiumFeb 7, 2003

Amy DunbarUConn

www.sba.uconn.edu/users/adunbar/nfc/dunbar.pptwww.sba.uconn.edu/users/adunbar/nfc/genesis.pdf

Who am I? A person who has

the best job in the world – I’m an academic!

A wife, mother, and grandmother!

Who said this?

Teaching and research are strong complements, not substitutes.

Doing more of one increases the value of the other.

Demski & Zimmerman

On “Research vs. Teaching”: A Long-Term Perspective, Accounting Horizons, September 2000

Reject any notion of separating research and teaching

Teaching guides research Students demand relevant course content—

questions and answers that enhance their human capital. This helps guide our research and helps prevent us from teaching irrelevant material.

Research guides teaching Generation and consumption of research is essential

to understanding both the relevance of what we teach and what we research.

Productivity Factors (DZ 2000)

Four critical factors affect our productivity our time, energy, and talent technology (toys) and data colleagues teaching

Richard Sansing

I view teaching and research as two sides of the same coin of scholarship.

A "reality check" on my research is whether the insights that I uncover in the research process makes it into the classroom.

Similarly, teaching stimulates research ideas.

Richard C. SansingAssociate Professor of Business AdministrationTuck School of Business at Dartmouthemail:  Richard.C.Sansing@dartmouth.edu

Ed Maydew

Teaching (tax strategy) informing research Debt-equity hybrids paper- Erickson, Engel, &

Maydew (JAR) Tax arbitrage paper – Erickson, Goolsbee, & Maydew

(NTJ)

“Of course if you want the ultimate synergy teach a PhD course!” 

Edward_Maydew@unc.edu 

 

Dan CollinsAAA Outstanding Educator

Have a well thought out research agenda and stick with it

Try to carve out at least two days a week where you can be off by yourself (away from telephones and other interruptions) to concentrate on your research.

Don't start too many different projects right out of the chute. The biggest mistake that new faculty make is to have too much work-in-process and not enough finished goods.

Bob JensenAAA Outstanding Educator Teaching is a multivariate performance

over a lifetime. What we call “greatness” can be along

one variable apart from some of the other variables. inspiration generosity time scholarship presentation skills high standards innovation of pedagogy creativity

Scholar: dictionary definitions

one who has done advanced study in a special field

a learned person a specialist in a given branch of

knowledge: a classical scholar

Scholarship - Lawrence Summers

"The university's most precious resource is its faculty, and faculty contribute in many ways. But what's most fundamental is their scholarship and teaching."

“Battle of Wills at Harvard,” Chronicle of Higher Education, Jan. 18, 2002

Scholarship – Bill Kinney The domain of accounting scholarship is “the knowledge of

the individual and aggregate effects of alternative standardized business measurement and reporting structures.”

“That is what we share—our knowledge about the costs and benefits of standardized business measurement structures for individual decision makers and in the aggregate.”

“Our value lies in understanding how changes in these three basic parameters: standardized measurement criteria, precision of application, and trustworthiness of display have value in decision making and in control of business organizations.”

William R. Kinney, Jr. Accounting Scholarship: What Is Uniquely Ours? The Accounting Review, Vol. 76, No. 2, April 2001, pp. 275–284

Scholarship – Bob Jensen The academic definition is research - creating

new knowledge.

The wider definition is that it also includes scholarship apart from creating new knowledge.

Scholarship – Carnegie Foundation The Boyer Report (1990) attacked the research/teaching

dichotomy

Boyer proposed viewing "scholarship" as the key to the role of a University and dividing it into four (overlapping) tasks:

scholarship of discovering knowledge scholarship of integrating knowledge scholarship of applying knowledge scholarship of communicating knowledge

Ernest L. Boyer, Scholarship reconsidered: priorities of the professoriate, a special report, Carnegie Foundation for the Advancement of Teaching: Princeton, 1990

Scholarship of Teaching & Learning

Carnegie Academy for the Scholarship of Teaching and Learning seeks to support the development of a scholarship of teaching and learning that

Fosters significant, long-lasting learning for all students Enhances the practice and profession of teaching Brings to faculty members' work as teachers the

recognition and reward afforded to other forms of scholarly work.

http://www.carnegiefoundation.org/CASTL/

Scholarship of Teaching & Learning

Work toward these goals involves significant shifts in thought and practice. For faculty in most settings, teaching is a private act, limited to the teacher and students; it is rarely evaluated by professional peers.

"The result is that those who engage in innovative acts of teaching rarely build upon the work of others; nor can others build upon theirs."

Carnegie seeks to render teaching public, subject to critical evaluation, and usable by others in both the scholarly and the general community.

Productivity Factors (DZ 2000)

Four critical factors affect our productivity our time, energy, and talent technology (toys) and data colleagues teaching

Keys to mixing the factors (DZ 2000)

Avoid patterned behavior Batch processing, where teaching is all-

consuming in one calendar period and research in another, is, to us, inefficient.

Avoid stable teaching assignments.

Number of Classes Taught Per Professor Fall 2002; Spring 2003

# of classes Corrected number of profs

Reported at meeting

1 3 3 6%

2 10 9 13%

3 9 9 13%

4 26 25 35%

5 10 10 14%

6 13 14 19%

7 1 1 1%

Avg classes/prof 4

Teaching Load Across Semesters

# of profs # of profs

01 1 1% 22 21 29%

02 4 6% 23 3 4%

03 1 1% 30 4 6%

10 2 3% 31 1 1%

11 2 3% 32 6 8%

12 1 1% 33 13 18%

14 1 1% 34 1 1%

20 4 6% 40 4 5%

21 3 4%

Keys to mixing the factors (DZ 2000)

Avoid patterned behavior Batch processing, where teaching is all-

consuming in one calendar period and research in another, is, to us, inefficient.

20 of 72 new faculty have a semester off. Avoid stable teaching assignments.

Number of Preps

# of preps # of profs

1 41 57%

2 13 18%

3 12 17%

4 6 8%

Keys to mixing the factors (DZ 2000)

Avoid patterned behavior Batch processing, where teaching is all-

consuming in one calendar period and research in another, is, to us, inefficient.

20 of 72 new faculty have a semester off. Avoid stable teaching assignments.

41 of 72 new faculty have one teaching prep.

Keys to mixing factors - Dunbar

Schedule a research presentation at your school I presented my paper “Flat Taxes and Firm Valuation”

last Friday. Put the paper on your web site for easy download

www.sba.uconn.edu/users/adunbar/aed2003.pdf Read read read

Tolstoy – references to research Rawls – justice Popper – philosophy of science

“The attempt to make heaven on earth invariably produces hell.”

Publications by 1989 PhDsthrough 1999 (DZ 2000)

Number of individuals

Number of publications

Publications by 1989 PhDsthrough 1999 (DZ 2000)

# of profs # of papers # of profs # of papers

28 0 6 8

31 1 3 9

17 2 3 10

17 3 2 12

12 4 2 13

15 5 1 15

6 6 1 16

7 7 1 24

Accounting Ph.D. Graduates, 1966-1998

Source: Demski & Zimmerman 2000

1989 (N in DZ = 152)

Dunbar, Amy and Thomas Pogue. "Estimating Flat Tax Incidence And Yield: A Sensitivity Analysis," National Tax Journal, 1998, v51(2,Jun), 303-324.

Dunbar, Amy E. and John Phillips. "The Effect Of Tax Policy On Charitable Contributions: The Case Of Nonitemizing Taxpayers," Journal of the American Taxation Association, 1997, v19(Conference), 1-20.

Dunbar, Amy E. "The Impact Of Personal Credits On The Progressivity Of The Individual Income Tax," Journal of the American Taxation Association, 1996, v18(1,Spring), 1-18.

Kumbhakar, Subal C. and Amy E. Dunbar. "The Elusive ESOP-Productivity Link: Evidence From U.S. Firm-Level Data," Journal of Public Economics, 1993, v52(2), 273-283.

Dunbar, Amy E. and Subal C. Kumbhakar. "An Empirical Investigation Of The Association Of Productivity With Employee Stock Ownership Plans," Journal of the American Taxation Association, 1992, v14(1), 22-38.

Dunbar, Amy and Susan Nordhauser. "Is The Child Care Credit Progressive?," National Tax Journal, 1991, v44(4), Part 2, 519-528.

Dunbar, Amy E. "Employers Can Control Tax Effects Of Relocation Plans," Taxation for Accountants, 1991, v46(4), 226-232.

Nordhauser, Susan and Amy Dunbar. "Employee Business Expense Reimbursements," Tax Advisor, 1990, v21(7), 433-439.

Dunbar, Amy E. "Partner Can Avoid Recognition Of 'Phantom' Gain When Partnership Liabilities Are Reduced," Taxation for Accountants, 1985, v35(4), 240-246.

Missing publications

Sources of Gains and Losses from Switching to a Flat Tax, with Thomas Pogue. Tax Notes, August 31, 1998: 1065-1072.

Pogue is an economist – my ultimate source of inspiration. Proper Classification of Investors, Traders, and Dealers

Still Leaves Questions on Income and Expense Treatment, with Anna Fowler. Journal of Taxation of Investments, Summer 1991, pp. 300-311.

Fowler is my dissertation chair.

Publications by 1989 PhDsthrough 1999 (DZ 2000)

# of profs # of papers # of profs # of papers

28 0 6 8

31 1 3 9

17 2 3 10

17 3 2 12

12 4 2 13

15 5 1 15

6 6 1 16

7 7 1 24

New Faculty Submissions to Journals

# of faculty

No submissions to journals 23 32%

Submission of paper from dissertation 7 10%

Submission of another paper 15 21%

Submission of diss and another paper 26 36%

No response 1 1%

Conclusion

46% have submitted a paper based on their dissertation

57% have submitted another paper

Archival Experimental Modeling

AIS 2 7   9 13%

Audit 4 4   8 11%

Education/Ethics   2   2 3%

Financial 29 3 1 33 46%

Financial/Tax 6   6 8%

Managerial 4 3 6 13 18%

Tax   1   1 1%

45 20 7

63% 28% 10%

New Faculty Research Area/Paradigm

Archival Experimental Modeling

AIS 2 7   9 13%

Audit 4 4   8 11%

Education/Ethics   2   2 3%

Financial 29 3 1 33 46%

Financial/Tax 6   6 8%

Managerial 4 3 6 13 18%

Tax   1   1 1%

45 20 7

63% 28% 10%

New Faculty Research Area/Paradigm

Productivity Factors (DZ 2000)

Four critical factors affect our productivity our time, energy, and talent technology (toys) and data colleagues teaching

Keys to mixing factors - Dunbar

Schedule a research presentation at your school

Read read read Use a single laptop that has everything on it

Back it up – www.maxtor.com Docking station at school and home

Technology

Technology infuses my teaching and research

Teach two online courses Taxation of Business Entities Tax Research

Technology - Teaching

Genesis of an Online Course 115 students completed the compressed six-week

class in 2001 and 2002 using WebCT. Combination of asynchronous and synchronous

learning methods that allowed them to complete the coursework on a self-determined schedule, subject to semi-weekly quiz constraints.

Course material was presented in content modules with links to Excel problems, Flash examples, audio and video files, and self-tests.

Students worked the quizzes and then met in their groups in a chat room to resolve differences in answers.

Technology Resources Online courses through Smart Planet

(www.smartplanet.com) Accounting Education using Computers and Multimedia

(AECM) listserv (http://pacioli.loyola.edu/aecm/) WebCT mailing list and web site (www.webct.com) Bob Jensen’s website (www.trinity.edu/rjensen) UConn listserv Professors who are using technology in the classroom AAA CPE technology sessions ATA teaching sessions

Content module

Dreamweaver Web site Open index file in a web browser

PDF files Excel Flash Powerpoint/RealPresenter

That Darn Tax Accrual

A Sample of Your Questions

How can I become an excellent teacher? How can I remember student names? How can I encourage student

participation? How do I teach students with a wide

range of ability?

Technology - Research

Stata Compustat – Research Insight CRSP WSJ online

(online.wsj.com/home/us) SSRN (www.ssrn.com) Tax Notes online (taxbase.tax.org/)

Research advice: Demski/Zimmerman 2000

Emphasize work that makes you and others angry. Challenge the conventional wisdom, but use the best tools of science to do it.

Ed Maydew

  Bottom line – you have to work on

research that you honestly enjoy; otherwise you won’t sustain the energy it takes to follow through. 

The freedom to work on whatever you

find interesting is the best thing about this job.

Balance

Exercise Maintain personal

relationships Your partner/children Your friends

Give back Your institution AAA/section of AAA Community at large

The longer I live, the more I realize the impact of attitude on life.

Attitude to me is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do.

It is more important than appearance, giftedness, or skills.

It will make or break a company

... a church

... a home

... a friendship.

The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day.

We cannot change our past. We cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our

ATTITUDE