Intra-Institutional Factors That Influence Accounting Research Productivity

Abstract

This paper examines actionable factors that influence research output of accounting faculty.  Using a regression model, we investigate how internally controllable factors influence both the quantity and quality of research productivity.  We document and quantify how reduced teaching loads, greater research support, longer probationary periods, and proper allocations of time by faculty consistently lead to significantly increased research output.  Depending on the research output metric examined, we also find that fewer teaching preparations, more outside consulting and mentor relationships result in higher output. Our results update and complement the past survey and empirical findings of Cargile and Bublitz (1986), Chow and Harrison (1998) and Fogarty and Ruhl (1997).