In this semester, the doctoral course is structured around three core components:

1. Critical Analysis of Academic Papers

We will dedicate some of our time to reading, discussing, and critically evaluating different academic papers. Using the predictive validity framework, we will analyze papers at both the conceptual and operational levels. To support our discussions of the operational aspects, we will examine typical research designs used in accounting, economics, and psychology, including archival, field experimental, and survey-based research designs. We will assess the strengths and limitations of these designs and develop the skills to provide constructive feedback on empirical work. Key aspects will include causal inference, internal and external validity, endogeneity, fixed effects structures, and standard error clustering. In addition to discussions during the doctoral course, students will have the opportunity to participate in the accounting research seminars, where selected papers discussed during the course will be presented by the authors.

2. Peer Feedback on Doctoral Research Drafts

We will dedicate some of our time to reviewing and providing feedback on early-stage proposals and paper drafts from participating doctoral students. Drawing on the insights from the other parts of the course, we will engage in collective discussions on how to improve these drafts. This collaborative process also aims to strengthen students’ ability to critically reflect on and refine their own research.

3. Writing Introductions

We will dedicate some of our time to developing students’ ability to write effective and compelling introductions. We will draw on established frameworks and techniques (e.g., Kinney paragraphs, flow technique) to practice crafting the key components of a research paper: motivation, theoretical development and hypotheses, and contribution. These competencies are not limited to crafting introductions but are also useful for writing effective theory sections. Emphasis will be placed on clarity, logical flow, and alignment with the expectations of the academic community.

Learning outcomes:

The primary objective of this course is to help doctoral students develop core competencies in designing, evaluating, and writing academic research that meets the standards of the scholarly community and has the potential for publication in leading journals.

By the end of the course, students will have:

• Gained a deeper understanding of common research designs and their methodological challenges, especially in relation to causal inference.
• Improved their competencies in critically analyzing academic work and providing constructive feedback.
• Improved their competencies in writing the key sections of an academic paper.
• Improved their competencies in independently designing and communicating their research ideas effectively.

Presence is mandatory in all sessions. Active participation is essential in achieving the course objectives.

Sessions will be tailored to the specific core components. Some meetings will be centered on specific methodological or writing-related themes, with the instructor facilitating discussions or using presentations to guide the exploration of selected readings. Other sessions will be devoted to the collective analysis and discussion of academic papers, allowing students to apply theoretical concepts to real examples and clarify outstanding questions.

All sessions will be conducted using a student-centered learning approach, with an emphasis on active participation and collaborative learning. Students are expected to come fully prepared for each session, as a substantial portion of the learning takes place through self-study and preparation outside the classroom.

• Presentation (40%)
• Research Proposal (50%)
• Participation (10%)

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