Connecting the Research-Teaching-Practice Triangle.
文章探讨了美国会计学会主席Bill Beaver提出的会计研究-教学-实践三角模型，分析了连接这三个功能的六条弧线，揭示了学术会计人员在不同活动间的互动与冲突。
Abstract The article focuses on the accounting research-teaching-practice triangle as proposed by Bill Beaver, the President of the American Accounting Association. The research-teaching-practice triangle emphasizes the interrelationships among the three functions performed by academic and practicing accountants. The Arc 1 represented in this triangle, connecting teaching to practice, is the most obvious activity academic accountants perform. Arc II, connecting research to teaching, is another obvious responsibility for academic accountants but one, perhaps, less widely practiced than Arc I activities. Arc III connects practice to teaching and indicates a range from the worst to the best of accountants' academic activities. Arc IV, connecting research to practice, is an arc that many hope to traverse but successes are not frequent. Admittedly, not all research should be aimed at affecting current practice; much of our research activity provides a base for subsequent work that might affect future practice. Arc V, connecting practice to research, represents research activities that have been stimulated from innovative practice. Arc VI, connecting teaching and research, is the most curious connection of the six. There is always a conflict that the time devoted to teaching particularly attempts to be innovative in course design or course materials, interferes with research productivity.