A model for improving undergraduate accounting students’ engagement in research

Abstract

A recent UK study highlighted a steady decline in student engagement with research projects. This study investigates why undergraduate accounting students disengage from research (a Research Module) and the strategies that can be adopted to improve their re-engagement. Using a thematic analysis of diverse data sources–including in-depth interviews and institutional documents–we identify structural and psychosocial factors that negatively affect student engagement. We outline these issues and how they can be mitigated by enhancing the following: students’ motivation and agency, transactional engagement between students and tutors, re-orienting accounting students, and providing and publicising additional institutional support. Drawing on these insights, we propose a new model for understanding and addressing non-engagement in accounting Research Modules. This study contributes to the broader literature on accounting education and pedagogy by offering practical, evidence-based strategies to support student engagement in research.