Changes in accounting curricula: discussion and design

Abstract

This paper illustrates a model accounting curriculum developed to meet the needs of future accounting professionals. In addition, it offers a process for encouraging change in accounting curricula and discussion concerning teaching, pedagogy, and curriculum development. Calls for change in accounting education from academics and professional accountants are reviewed and the conclusion is reached that accounting education, as a whole, is still in need of reform.Accounting Education Change, Curriculum Revision, Technology In Accounting Education, Assessment,

A factor analysis on knowledge and skill components of accounting education: Chinese case

“…Most of the recommended changes have been widely echoed by other studies in more recent years (Ainsworth, 2001;Barsky et al, 2003;Billiot et al, 2004;Howieson, 2003;Robson, Savage, & Shaffer, 2002;Taylor & Rudnick, 2005;Wallace, 2001). However the proposals of those studies and reports are not concrete enough for accounting educators to form an explicit and consistent view on the desirable structure of accounting education in the changed business environment.…”

“…Due to increasing high-tech production and globalized operations, accounting practitioners must possess many professional skills to cope with dramatic changes stemming from business restructuring with much more complicated production and operating processes, such as oral and written communication, analytical and critical thinking, leadership, team work, change management, foreign language, computer technology, etc. Application of those important skills may have even outweighed the accounting knowledge requirements for new entrants to the accounting profession (Ainsworth, 2001;Albrecht & Sack, 2000;Aly & Islam, 2003;Borzi & Mills, 2001;Burnett, 2003;Bonk & Stevenson, 1998;Boyce, 1999;Kimmel, 1995;IFAC, 1996;Thompson, 1995). Accordingly we set a study proposition as the following;…”

“…In particular, a joint study project sponsored by 4 major accounting bodies and the 'Big 5' accounting firms in 2000 summarizes the perceptions of various stakeholders and draws a blueprint of new accounting education (Albrecht & Sack, 2000). A long list of knowledge subjects and skills has been identified as a reference for the desirable changes in accounting education (Ainsworth, 2001;Albrecht & Sack, 2000;Aly & Islam, 2003;Francisco & Kelly, 2002). Consensus is emerging among accounting practitioners and academics in recent years on the need for expanding knowledge base and skill development in accounting education.…”

Revealing money’s time value

“…Third, the assignment is designed to foster a sense of fiscal responsibility and empowerment in students. 2 The exercise facilitates concept integration (Ainsworth, 2001) by building on and reinforcing elements from the two prior exercises: (1) the importance and practical usefulness of time-value-of-money and valuation concepts (from the first exercise), and (2) use of time-value-ofmoney and valuation calculations (from the second exercise). Classic's bond be issued at par, at a discount, or at a premium?…”

Accounting education literature review (2000–2002)

“…Walker and Ainsworth (2001) describe a business-process approach for configuring an undergraduate business curriculum. Ainsworth (2001) describes the call for changes in accounting curricula by the AECC and other organizations and outlines a process to effect these changes; the curriculum at one university is presented. Rebele (2002) points out that change in accounting education should reflect two external environments, accounting practice and higher education; components of higher education (e.g., culture, students, faculty) are identified along with their potential effect on accounting education.…”