“…The theoretical framework classifies high school accounting knowledge as content knowledge and suggests that high school accounting will only be beneficial when it provides domain‐specific knowledge . American, Australian, Singaporean, New Zealand and UK studies (Swanson and Brooks, ; Mitchell, , ; Tan et al ., ; Keef and Hooper, and Rankin et al ., and Alcock et al ., ) document a positive effect of successfully studying secondary accounting and subsequent academic performance in introductory accounting courses. Introduction to Accounting at the University of Bath predominantly consists of financial accounting material, while the contents of UK GCE A‐Level (thereafter A‐Level) business studies and accounting have similar emphasis on financial accounting.…”