Biographical Research Methodologe the Case of Accounting Academics' Professional Development

Περίληψη

There is a growing recognition of the impact of Accounting educators' behaviour and individual teaching style on students attitude toward the accounting and accounting profession (Auyeung and Sands, 1997; Mauldin et al., 2000). However, little attention has been given to the question of accounting educators' process of professional development and its impact on their professional behaviour and on their perception for accounting profession. Understanding accounting educators’ professional development and behaviour suggests exploring their professional life. Educators' professional behaviour is largely determined by and has to be understood from their experiences throughout their career.

Inquiry in the naturalistic paradigm is based on the ontological assumption that an understanding of reality is relative to how individuals and groups create and interpret the world (Cuba, 1985). The naturalistic paradigm recognises the importance of the subjective experiences of individuals in creating that world. Patton (1990) viewed qualitative methodologies as sharing three fundamental characteristics: a holistic view, a philosophy of naturalistic enquiry and an inductive approach to data analysis. The aim of this study is to develop an ideographic body of knowledge (Cuba, 1985). The intention was on explaining and understanding the pattern of experiences, professional identities, and professional behaviour of Accounting educators, rather than the identification of general and universal laws. A key aspect of biographical approach is to engage with the lifeworld of the individual.
This study explores the potential of work histories to provide new insights into the process of career experiences, professional development and professional behaviour of accounting educators (Carnegie, 1996). It could be useful to university policy makers, accounting associations and professional bodies (CIMA, IMA, AICPA) which can be fed directly into training and to other aspects of educational and professional development of academics.