Role Conflict in the Work of Accounting Academics in Australia: Changes, Challenges and Opportunities
Higher Education Research and Development Society of Australasia (HERDSA) Conference
ANZSRC / FoR Code
150199 Accounting, Auditing and Accountability not elsewhere classified
Avondale Research Centre
Centre for Advancement of the Scholarship of Teaching and Learning
Like academics in most other disciplines, accounting academics work in a context that is constantly changing with multiple challenges. Some aspects of their lived experience have been reported elsewhere (e.g., Cappelletto, 2010; Guthrie, Evans, & Burritt, 2014; Pop-Vasileva, Baird, & Blair, 2014) but the study reported in this Showcase aimed to gain an understanding of the accounting academic’s lived experience as a whole, using the lens of role theory.
Through a consideration of accounting academics’ lived experiences as well as the expectations placed upon them by students and university administrators, role theory (Bess & Dee, 2007; Schulz, 2013) was used as the theoretical framework of this study which guided the examination of how role strain from role conflict and role ambiguity may arise from the accounting academics’ perceptions of the requirements of their role.
METHOD(S) OF EVALUATIVE DATA COLLECTION AND ANALYSIS
Using a phenomenological methodological design to investigate the lived experiences of accounting academics, a multi-methods approach was used that primarily used qualitative methods. Interviews and questionnaires were administered to eight Australian University Accounting Academics from five universities in Australia.
This paper reports on the particular phenomenon of role strain that was identified in the project’s findings which affected the accounting academics, specifically in terms of role conflict and role ambiguity.
The findings of this study have given a voice to accounting academics and suggest recommendations for how they can adapt to the ever-changing environment of the Australian university system while also finding value and enjoyment in their role. Academic staff from other disciplines may also find these recommendations relevant to their context. The TRAC (Teaching, Research, Workload, Curricula) framework of expectations was developed to document the various expectations that impact on the role of the accounting academic.
Long, W., Northcote, M., Barnes, L., & Williams, A. (2019, July). Role conflict in the work of accounting academics in Australia: Changes, challenges and opportunities. Abstract presented at the Higher Education Research and Development Society of Australasia (HERDSA) Conference, Auckland, New Zealand. Retrieved from https://www.herdsa2019.auckland.ac.nz/program/