The importance of writing in accounting courses has been well documented in the literature. However, the majority of these studies exclusively addressed the issue of helping students learn to write. Exam scores were compared against those in sections of the courses not completing the writing assignments. Multivariate Analyses of Covariance on exam scores were insignificant. However, qualitative analyses of exam scores and student evaluations of the assignments indicate that the assignments helped the students learn in a variety of ways.
Theory suggests that gender discrimination exists in tenure outcomes.
We report findings from survey data collected from accounting faculty. Our results suggest that little evidence exists of gender differences in either of the two dimensions examined. Using a logit model to examine the application for tenure, we found no differences between male and female faculty in the likelihood of applying for tenure after controlling for other factors that are expected to affect the decision. The decision to submit a tenure dossier for consideration appears to be strongly associated with a faculty member's level of research achievement and weakly associated with employing institution resources and expectations. We modeled the tenure award decision using another dichotomous logit model with the subsample of accounting faculty that actually applied for tenure.