Innovators or inhibitors? Accounting faculty resistance to new educational technologies in higher education

Watty, Kim; McKay, Jade; Ngo, Leanne

doi:10.1016/j.jaccedu.2016.03.003

Cited by 174 publications

(140 citation statements)

References 49 publications

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“…HE institutions around the world are investing considerable amounts of money to create ICT resources that meet their students' and teachers' instructional needs (Ansyari, 2015;John, 2015;Watty, McKay, & Ngo, 2016). This is so because ICT is now integral to student learning experiences in most HE institutions.…”

Section: Discussionmentioning

confidence: 99%

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

Tadesse

Gillies

2018

AJET

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The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate students' integrated information and communication technology (ICT) literacy capacity that involves 12 items generated from the modified version of the Australasian Survey of Student Engagement (AUSSE) questionnaire (Coates, 2010); second, to illustrate the construct validity and internal consistency of the model as implemented in a sample of undergraduate students (n = 536) enrolled in two colleges within a large Ethiopian university; and third, to further demonstrate the criterion validity of the model by examining predictive validity of the identified ICT literacy factors on student learning outcomes. A multi-method approach is used, which comprises correlation analysis, multiple regression analysis and structural equation modelling (SEM) techniques. The main finding is the support found for the 4-factor model consisting of ICT use, cognitive process, reading task and writing task. Results of the multi-method approach provide specific guidelines to higher education (HE) institutions using this approach to evaluate ICT literacy capacity and the resultant learning outcomes among their undergraduate students. The paper provides a conceptual model and supporting tools that can be used by other HE institutions to assist in the evaluation of students' ICT literacy capacities.

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Section: Discussionmentioning

confidence: 99%

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

Tadesse

Gillies

2018

AJET

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“…Thus it is no wonder that lecturers are perceived to resist change -because adapting to change is time-consuming, stressful and contrary to what is known (Boyd, Boyd & Boyd, 2000) and therefore accounting programmes often follow a traditional curriculum (Gabbin, 2002). In particular, Watty, McKay and Ngo (2016) find that educators resist changes that are the result of technology. Lecturers are further seen as being detached from the immediate concerns of recruiters and work managers (Cooper et al, 2005).…”

Section: Resistance To Change By Accounting Educatorsmentioning

confidence: 99%

The state of accounting education

Fouché¹

2020

South African Accounting Education Stocktake

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“…Use of modern technology in teaching and research is the key aspect of professional development of accounting and other faculties. Investigating the response to new innovative technologies in teaching, Watty et al (2016) suggested that a significant numbers of accounting faculty members resisted the use of modern technology. Although institutions are providing sufficient technological instruments such as analytical software and latest advances to analyze the qualitative data, but the ability of faculty to embrace these advances is limited; therefore, the results suggested that the educators should be innovative than inhibitor for CPD.…”

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

Continuing Professional Development and Accounting Academics: A Literature Review

Draz

Ahmad

2017

IJLD

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Continuing professional development (CPD) plays an important role in maintaining professional competency of the accounting academics. The main aim of undertaking CPD is to acquire new technical knowledge pertaining to a certain profession. This study intends to investigate the existing literature on CPD of accounting academics. In reviewing the relevant literature, we have particularly concentrated on these journals: 1) Accounting Education; 2) Journal of Accounting Education; 3) Teachers and Teaching; and 4) Teaching and Teacher Education. The available studies have been classified into three categories and recommendations for the future research work are provided.

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Innovators or inhibitors? Accounting faculty resistance to new educational technologies in higher education

Cited by 174 publications

References 49 publications

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

The state of accounting education

Continuing Professional Development and Accounting Academics: A Literature Review

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