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Title: A critical analysis of the impact of perception intervention on the selection of accounting as a major at Clark Atlanta University
Author: Phillips, Marlissa
ISNI:       0000 0004 9352 0661
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2020
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Universities in the United States are experiencing an increase in students majoring in accounting. The accounting department at Clark Atlanta University (CAU), on the other hand, has experienced a decrease in students majoring in accounting. The study examines the influences that contribute to selecting a major in accounting and the ability to alter those influences to change the selection of a major. The literature supports the development of the thesis hypotheses for the quantitative aspect of the research and contributes to the formation of action research. Studies regarding the Theory of Planned Behavior (TPB) and moderating variables, locus of control (LOC), openness to experience (OTE), and situational achievement motivation (SAM), and the use the TPB are argued. A critical action learning set modality is used to develop three action research paths. The action Path 1 is to convert existing CAU non-accounting students to the accounting major entailing two complete cycles. Action Path 2 seeks to develop relationships with Georgia high schools to attract Georgia high school accounting students to CAU. Action Path 3 develops a niche program to attract accounting students to CAU. Data analysis utilizing PLS-SEM modeling for hypothesis testing and action research paths is conducted. The results reflect that moderating variables LOC, OTE, and SAM impact though not significantly the direct relationship between TPB constructs attitude, subjective norms, and perceived behavioral control and the intention to select accounting as a major. While intervention activities did not convert students, it did improve their perception of accounting. The finance career pathway cluster available to Georgia high schools provides an opportunity for CAU to work with the high school community. A faculty-led study abroad program that contributes to accounting skills, heritage connection, and international exposure may attract students to CAU. Contributions to the body of knowledge include providing evidence-based knowledge to improve the number of accounting majors, moderating variables and intervention on the TPB, contextual knowledge, and social intersectionality knowledge. I have become a better practitioner, scholar, teacher, and person because of this action research study.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.B.A.) Qualification Level: Doctoral