Developing a STEM-designated accounting curriculum

O’Hara, Richard C., Valerie Simmons, Gregory Kogan and Douglas M. Boyle

Journal of Accounting Education, 2024, vol. 69, issue C

Abstract: With the increasing focus on technology in accounting education and the profession, numerous accounting programs are modifying curricula to ensure students have the necessary technical skills to succeed in their future careers. Moreover, at least 83 graduate accounting programs have obtained STEM designation to signify the technological focus of their curricula. The purpose of this study is to present information to accounting educators on the current state of affairs surrounding accounting programs and STEM, as well as offer information for obtaining STEM designation. Specifically, we offer background information on the convergence of accounting and technology, the current status of accounting as STEM, the benefits of and guidance for obtaining STEM designation, and resources for incorporating technology into the accounting curriculum. In addition, we present a table of instructional data analytics tools that lists case studies for various technologies and topics, articles detailing course design for specific technology areas, relevant papers discussing technology in the accounting profession, and textbooks and websites pertaining to data analytics instruction.

Keywords: STEM; STEM-designated; Curriculum; Higher education; Data analytics for accounting; Accounting analytics (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:joaced:v:69:y:2024:i:c:s0748575124000344

DOI: 10.1016/j.jaccedu.2024.100918

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