NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1263567
Record Type: Journal
Publication Date: 2020-Jun
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1941-3432
A Comparison of Accounting Faculty Profiles at HBCUs to Non-HBCUs
Randle, Edward C.; Daniels, Bobbie; Didia, Lydia
Research in Higher Education Journal, v38 Jun 2020
This study seeks to document whether the profiles of faculty at HBCUs are similar to faculty at non HBCUs. The researchers analyze the data using the X[superscript 2] test of independence to make direct comparisons of profile data between faculty at HBCUs and non HBCUs and within each institution type by gender. The findings suggest that faculty profiles at HBCUs and non HBCUs are nearly identical. The research shows that the highest degree earned, professional certification, and teach/research interest ratio is similar for faculty at HBCUs and non-HBCUs. Meanwhile, the academic professor ranking shows that the percentage of HBCU faculty is higher than of non-HBCUs and that 38% of HBCU faculty received their highest degree before 1990 in comparison to the 29.3% of the non-HBCU faculty. These findings suggest that HBCU schools are not attracting younger graduates in comparison to non-HBCU schools. Given that there are anticipated shortages of accounting faculty, rate of retirements and salary inversion, this information should be of interest to faculty and administrators for budgeting and those seeking to employ accounting faculty. This research provides insight to students who are considering entering into the profession and help project the future demand for accounting faculty at HBCUs.
Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A