This study explores the research supervisory practices of accounting and finance PhD students at Australian and New Zealand universities. Given documented faculty shortages in the accounting and finance disciplines, such investigation is timely and relevant. In the context of student engagement with their community of academic practice and their intrinsic motivation related to individual competence and autonomy, situational adjustments are inevitable and explain some differences between students’ perceptions and supervisors’ expectations. Our findings demonstrate that, despite general satisfaction with the PhD supervision process, students articulated concerns regarding constructive feedback and pastoral care provided by their supervisors, as well as guidance regarding data analysis/statistics.

Item Type:	Refereed Article
Keywords:	PhD supervision, accounting and finance, cognitive evaluation theory, situated learning
Research Division:	Commerce, Management, Tourism and Services
Research Group:	Accounting, auditing and accountability
Research Field:	Accounting, auditing and accountability not elsewhere classified
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Higher education
UTAS Author:	Khosa, A (Dr Amrinder Khosa)
ID Code:	147971
Year Published:	2020
Web of Science® Times Cited:	1
Deposited By:	Accounting and Accountability
Deposited On:	2021-11-25
Last Modified:	2022-01-24
Downloads:	0