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Continuing Professional Development: Perceptions from New Zealand and Australian Accounting Academics

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  • Mary Zajkowski
  • Vivienne Sampson
  • David Davis

Abstract

This paper investigates the largely unexplored topic of accounting academics' perceptions of, and participation in, continuing professional development (CPD). A survey was conducted on academics in degree-teaching institutions in New Zealand and Australia. Results from 66 respondents indicate that accounting academics believe that assessing CPD needs is a personal responsibility and is integral to being an academic. The main methods of undertaking CPD are a combination of conferences, research and higher education. Other methods include reading accounting education literature, seminars and research methods courses. CPD was undertaken to maintain professional competency and credibility of qualifications, with outcomes being new technical accounting knowledge and teaching skills. Most CPD benefited respondents' teaching practices to some extent. While most institutions did not require CPD, the majority of institutions paid for their staff to participate.

Suggested Citation

  • Mary Zajkowski & Vivienne Sampson & David Davis, 2007. "Continuing Professional Development: Perceptions from New Zealand and Australian Accounting Academics," Accounting Education, Taylor & Francis Journals, vol. 16(4), pages 405-420.
    • Handle: RePEc:taf:accted:v:16:y:2007:i:4:p:405-420
    DOI: 10.1080/09639280701646588
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    Cited by:

    1. Muhammad Umar Draz & Fayyaz Ahmad, 2017. "Continuing Professional Development and Accounting Academics: A Literature Review," International Journal of Learning and Development, Macrothink Institute, vol. 7(4), pages 44-52, December.
    2. Abdel K. Halabi, 2015. "Australian Rural Accountants' Views on How Locally Provided CPD Compares with City-based Provision," Accounting Education, Taylor & Francis Journals, vol. 24(6), pages 539-554, December.
    3. Paisey, Catriona & Paisey, Nicholas J., 2020. "Protecting the public interest? Continuing professional development policies and role-profession conflict in accountancy," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 67.
    4. Apostolou, Barbara & Hassell, John M. & Rebele, James E. & Watson, Stephanie F., 2010. "Accounting education literature review (2006–2009)," Journal of Accounting Education, Elsevier, vol. 28(3), pages 145-197.

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