Joe Brazel North Carolina State University 2011 Auditing Doctoral Consortium

The 2001 Line-up: Rachel Schwartz – Analytical Auditing Research Mark DeFond – Economics-Based Empirical Auditing Research Steven Kachelmeier – Experimental Economics Auditing Research Ira Solomon – Experimental Psychology Auditing Research Editors’ Panel – E. Michael Bamber, The Accounting Review; Dan A. Simunic, Contemporary Accounting Research; Arnold M. Wright, Auditing: A Journal of Practice & Theory

My opinions based on anecdotal data (n = 1 + ?) Not all advice may not fit your career path Others may disagree – and that’s fine Important that you at least think about these issues Rest of Presentation: Advice I’ve followed and things I’ve learned on my own (and wished I knew back then)

Good fit? Think percentage allocation of time – do you want to spend 60% or more of your week doing research (25-30 hours every week)? What percent for teaching and service? Can the school grow with you as a researcher? Conferences, Summer Support, Teaching Releases (grants), Course Preps - any track record with other profs? Or will you be the lab rat six years from now?

Pre-tenure: Research is number one objective: Is it the most important thing each day at work? Foremost in your mind? Top of your to-do list? Moving projects forward each week (3,3,3)? Have you started enough new projects in your first 2.5 years? When do you let data / a paper die?

Sole authored: Lonely and, for most, inefficient. Collaborate with the best people: smart (RQs, creative, problem solvers), hardworking (can they keep up with your pace?), good personality (notice this is last, added bonus). Impression Mgt: Never let them question your abilities and work ethic (don’t be a BLACK HOLE). Soon you’ll be asked to join teams with “A” level ideas – hard to come up with an “A” idea annually by yourself! Is it the most important thing each day at work? Foremost in your mind? Top of your to-do list? Moving projects forward each week? Have you started enough new projects in your first two years? When do you let data / a paper die?

Matter to who? How about starting with you: What’s your passion level at the start? Won’t get much higher. Will you really enjoy presenting the research? Other academics – Peer review process and Impact - Brownbag and talking on the phone General public – Press release and research grants People at the park, party, university research committee – Can you explain it at the swing set? What is their reaction? Do they walk away? Secret to long term passion and long term productivity

Does not mean you should not consume or read A LOT of research early in your career – YOU SHOULD More about balancing production and consumption – plenty of time to “give back” later How do you know? Answer these simple questions: Did I submit /resubmit more papers than I reviewed this year? Did I present more papers than I discussed? Did I get more informal reads/comments from senior profs than I gave to others? YES = GOOD

Present at the BEST conferences: AAA, AMC, ISAR Horizontal or vertical presentations: First three slides Put your papers on the SOCIAL SCIENCE research network (ssrn.com) Press releases (forthcoming) and practitioner articles – but keep time in check! Present to policy-makers (down the line): SEC, PCAOB, Auditing Standards Committee In the end: meet interesting people, get feedback, and maybe affect policy

Where are my weaknesses?: Can I ID RQs? Can I solve problems? Am I detail-oriented? Easiest Solutions: Spend more time than the avg Joe, practice more, fill in weaknesses with other team members. When am I at my best? Devote that time to research. Is it just one of those days? Not feeling the creative juices? Don’t push it. Do you need “research days?” What type of vacation do you need to re-charge your batteries? ST and LT to do lists, Friday for Saturday exchanges

Short Term: Stay in your comfort zone: method, topics, training, and co-authors: have some early success! Long Term: Let the RQ guide your method, new co- authors (but be careful), move “around” the paper to keep skills fresh!

Teaching and research can/should work together! Teaching → Research: A/P and NFMs example Research → Teaching: Undergrad: add research to your notes. Grad: have research papers in your class. You owe it to your students to share what you do for 60% of the week. Plus, it’s fun and rewarding: “Has their been any research on …?” Service: manage (if dept head is not), know what is too much, know when to say no, keep in line with research (workshops, recruiting), and do on your own time (vs. sitting in a conference room)

My girls greeting me at the door > Publishing research In truth: Sometimes to publish research I come home after bedtime Remember that life's A Great Big Balancing Act! Dr. Seuss (Oh, the Places You'll Go!)

THANKS!!! BEST OF LUCK!!!