The future for accounting education: A view from the rocking chair

Nelson, Amy

doi:10.1016/0748-5751(96)00014-0

Cited by 6 publications

(2 citation statements)

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“…Many practitioners and the professional bodies continuously criticized that the traditional accounting education was too closely tied into preparing students for professional qualification examinations. Most accounting education programs at universities and colleges in many countries were too narrowly constructed, staffed with limited knowledge subjects in the accounting curriculum and lack of training of skills that are required for practicing professionals (AAA, 1986;AECC, 1990;Albrecht & Sack, 2000;Aly & Islam, 2003;Nelson, 1996). Accounting practitioners have continuously criticized accounting graduates for generally lacking the comprehension of knowledge other than some specialized accounting subjects.…”

Section: Study Backgroundmentioning

confidence: 98%

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

Lin

2008

Advances in Accounting

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Section: Study Backgroundmentioning

confidence: 98%

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

Lin

2008

Advances in Accounting

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“…For example, these different studies have demonstrated the need to extend the accounting curriculum towards a general accounting education, rather than focusing on traditional training that is overly focused on preparing students for professional qualification exams [9,13]. Indeed, in higher education institutions in many countries, most accounting programs have been built too narrowly, with limited knowledge and a lack of skills needed to perform the accounting profession [2,12,24,26,27].…”

Section: Study Background and Literature Reviewmentioning

confidence: 99%

Knowledge and Skills Required in Accounting Education: A Comparative Study

Khemiri¹

2021

Accounting and Finance Innovations

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Accounting education should continually evolve in order to better prepare future professionals for the ever-changing needs. This study aims to ascertain the knowledge, skills and teaching methods considered to be the most important for the successful practice of Certified Public Accountants (CPA). For this purpose, we conducted a survey of 306 CPA and CPA trainees in Tunisia, focuses on four dimensions: knowledge (19 items), professional skills (22 items), technological skills (18 items), and teaching methods (12 items). Results indicated that there are significant differences among the tow subgroups responses regarding the perceived importance of such knowledge and skills. This research presents what the respondents agreed upon as being the most important in terms of knowledge, skills, and teaching methods for the accounting profession. The findings also revealed that there are a similarities and differences between the perceptions of Tunisian professionals and those of Americans and Chinese professionals.

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Changes in accounting curricula: discussion and design

Ainsworth¹

2001

Accounting Education

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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,

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The future for accounting education: A view from the rocking chair

Cited by 6 publications

References 0 publications

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

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

Knowledge and Skills Required in Accounting Education: A Comparative Study

Changes in accounting curricula: discussion and design

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