The priming role of qualitative research in constructivist management control teaching

Abstract

Purpose Drawing on educational science research and concepts, this paper aims to organize and analyze prior accounting literature on the integration of research into teaching and provides evidence for the relevance of integrating research into constructivist management accounting teaching. Design/methodology/approach Evidence shall be drawn from the autoethnographic account of a case study, namely, an MiM course in a French business school. Findings The presentation of qualitative research plays a priming role in collective debates where knowledge is co-produced by the group of students. Research limitations/implications The analysis opens up many avenues for future research on constructivist accounting teaching (e.g. teachers’ profiles, cross-cultural comparison) and its consequences. Practical implications The case provides examples of how, in practice and beyond general principles, the constructivist teacher adapts to his/her audience and their educational heritage. It also invites a holistic consideration of teaching arrangements, the relationships between their elements and their collective impact on learning. Originality/value The case study, the analysis of which draws on educational science frameworks and concepts, provides an in-depth account of research integration into constructivist accounting teaching.