Accounting Education

1998 - 2025

Current editor(s): Richard Wilson

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Volume 34, issue 3, 2025

Charting futures: understanding anticipatory professional socialisation practices of prospective accountants within higher education pp. 287-320

Dalilah Aziz, Greg Stoner and Alvise Favotto

An investigation into accounting and business students’ employability beliefs pp. 321-344

Kim Kercher, James Todd, Chelsea Gill, Dawn Bennett and Adrian Gepp

Integrating QuickBooks® in financial accounting classrooms: evidence from the UAE pp. 345-365

Heba Abou-El-Sood

Improving retention while enhancing student engagement and learning outcomes using gamified mobile technology pp. 366-386

Wendy James, Grainne Oates and Nikki Schonfeldt

How can course design facilitate the development of teamwork skills for diligent students? pp. 387-409

Riana Goosen and Gretha Steenkamp

Management accounting and data analytics: technology acceptance from the educational perspective pp. 410-433

Anna Vysotskaya and Maria Prokofieva

Volume 34, issue 2, 2025

The social role of the academic and the student in active methods for education pp. 159-178

Tiago Ramos Wohlemberg, Cleiton Luiz Klochinski, Eduardo Guedes Villar, Silvana Walter and Sidnei Celerino da Silva

Cross-cultural assessment of the community of inquiry instrument: a comparison between UK and US students pp. 179-198

Xin Guo

Mindfulness for sustainable development: a case of accounting education in Indonesia pp. 199-226

Sujoko Efferin and Bonnie Soeherman

The impact of flipped classroom design on an advanced auditing and assurance class in Ghana pp. 227-264

Randolph Nsor-Ambala

Inclusion of blockchain in university accounting curricula: an overview of practices and strategies pp. 265-286

Olivier Desplebin, Gulliver Lux and Nicolas Petit

Volume 34, issue 1, 2025

My teacher identities and emotions: a self-reflexive account of the COVID-19 pandemic pp. 1-24

Sisi Zou

Using an extended professional project to develop professional skills among rural South African accounting students pp. 25-49

Monique Keevy, Meredith Tharapos, Brendan T. O’Connell, Grietjie Verhoef, Paul de Lange and Nicola J. Beatson

Dialogic approach to teaching and learning environmental management accounting (EMA) in tertiary education pp. 50-68

Raja Adzrin Raja Ahmad, Radiah Othman, Norfizah Othman, Henny Hazliza binti Mohd Tahir, Ahmad Marzuki and Ahmad Marzuki Amirruddin Othman

An investigation into how students determine the double entry of a financial transaction pp. 69-86

Sarah Culhane and Tom O’Mahony

CPA exam sitting requirements and jurisdiction choice: where do international candidates sit for the exam? pp. 87-107

Jared S. Soileau, Gregory P. Tapis, Spencer C. Usrey and Thomas Z. Webb

The role of history in accounting education: an evaluation from the perspective of academics pp. 108-125

Batuhan Güvemli and Neriman Yalçin

Listen up! Listening skills in accounting education: gaps and proposed new research and teaching agendas pp. 126-157

Catriona Paisey, Christopher Flanagan, Lynn Bradley, Suzanne McCallum and Yanru Zou

Volume 33, issue 6, 2024

Creating a gamified learning experience for the threshold concept, the time value of money pp. 767-790

Kayleen Wood

Academic burnout among accounting majors: the roles of self-compassion, test anxiety, and maladaptive perfectionism pp. 791-815

Dann G. Fisher, Amy M. Hageman and Ashley N. West

The impact of teacher video presence on student performance and satisfaction in undergraduate accounting courses pp. 816-842

Antonello Callimaci and Anne Fortin

Enhancing students’ relational acumen capacity through a reflective self-assessment workshop on behavioural styles pp. 843-866

Gretha Steenkamp and Riana Goosen

We’re only in it for the money? Developing sustainable literacy through management accounting curriculum pp. 867-886

Terje Berg and Hakim Lyngstadås

A modified model of peer support in asynchronous online introductory accounting: is it effective? pp. 887-905

Duanping Hong, Stephanie Miller and Shannon Shumate

Understanding accounting students’ intentions to use digital badges to showcase employability skills pp. 906-934

Natasja Steenkamp, Richard Fisher and Trevor Nesbit

Volume 33, issue 5, 2024

Preparing accounting students to be responsible leaders pp. 539-573

Taryn Miller and Gizelle Demarie Willows

Academic and non-academic factors explaining anxiety among accounting students: evidence from the COVID-19 pandemic pp. 574-603

Antonello Callimaci, Anne Fortin, Gulliver Lux, Marie-Andrée Caron and Nadia Smaili

Can an understanding of the accounting function assist with breaking stereotypes? pp. 604-620

Robert Marley, Mark J. Mellon and K. Doreen MacAulay

Digital transformation for teaching management accounting: training with a simulation in an authentic professional environment pp. 621-648

Marina Sidorova, Tatyana Kopus and Irina Yurasova

Accounting students’ online engagement, choice of course delivery format and their effects on academic performance pp. 649-684

Yuanyuan Hu, Nirmala Nath, Yanhui Zhu and Fawzi Laswad

A pandemic era study of accounting doctoral students pp. 685-711

Camillo Lento and S. Wick

Assessments in accounting: experiences and perceptions of educators during COVID-19 pp. 712-730

E. A. J. Terblanche and I. Lubbe

Higher education students’ perceptions of accounting online learning: the emergency context of the COVID-19 pandemic pp. 731-765

Adelaide Martins, Sofia Gomes, Luís Pacheco and Helena Martins

Volume 33, issue 4, 2024

The effect of using analogies to integrate system dynamics concepts in accounting education pp. 339-361

Luís Baptista, Isabel Lourenço and Eduardo Simões

Impact of student-level factors and university support on completion of a master’s thesis in accounting pp. 362-390

Voicu D. Dragomir and Mădălina Dumitru

Acceptance of digital game-based learning by accounting and business lecturers: empirical evidence from Indonesia based on the extended Technology Acceptance Model pp. 391-413

Tan Ming Kuang, Lidya Agustina and Yani Monalisa

Fostering social skills in the Flemish secondary accounting education: perceived challenges, opportunities, and future directions pp. 414-449

Amelie Vanhove, Evelien Opdecam and Leen Haerens

Learning agility quotient and work readiness of graduating accounting students: embracing the dynamics of IR4.0 pp. 450-472

Zubir Azhar, Dayana Jalaludin, Erlane K. Ghani, Thurasamy Ramayah and Sherliza Puat Nelson

Issues in teaching and learning accounting among students who use English as a second language pp. 473-496

Mohammed Abdullahi Umar and Rabiu Olowo

Developing learning objectives for forensic accounting using bloom’s taxonomy pp. 497-513

Hashem Alshurafat, Merwiey Alaqrabawi and Mohannad Obeid Al Shbail

Accounting in action – The use of podcasts in principles-level accounting courses pp. 514-537

Stephanie J. Rasmussen, David Rosser and Ramgopal Venkataraman

Volume 33, issue 3, 2024

Transformation of skills in the accounting field: the expectation–performance gap perceived by accounting students pp. 237-273

Tytti Elo, Satu Pätäri, Helena Sjögrén and Markus Mättö

Employability and digital technology: what skills employers want from accounting workers? pp. 274-295

I Made Suarta, I Ketut Suwintana, I Gusti Agung Oka Sudiadnyani and Ni Putu Rita Sintadevi

Inviting students to talk the talk: developing employability skills in accounting education through industry-led experiences pp. 296-318

Erin Twyford and Bonnie Amelia Dean

An empirical analysis of the theoretical foundation of the Giving Voice to Values pedagogy pp. 319-337

William F. Miller, Tara J. Shawver and Steven M. Mintz

Volume 33, issue 2, 2024

PhD students’ relatedness, motivation, and well-being with multiple supervisors pp. 131-163

Amrinder Khosa, Carla Wilkin and Steven Burch

Using the theory of planned behaviour to investigate Indonesian accounting educators’ pedagogical strategies in online delivery pp. 164-192

Bambang Sugeng and Ani Wilujeng Suryani

Investigating the ‘when viewed’ engagement with lecture capture material of accounting students pp. 193-217

Richard M. Baylis and Malcolm J. Beynon

Do accounting students always perform better online? The COVID-19 experience pp. 218-236

Ayman Aldahray

Volume 33, issue 1, 2024

Predicting first-year university progression using early warning signals from accounting education: A machine learning approach pp. 1-26

Patricia Everaert, Evelien Opdecam and Hans van der Heijden

Professional contacts and the decision to become an auditor. An analysis using linkedIn pp. 27-45

Begoña Navallas, Cristina del Campo and María-del-Mar Camacho-Miñano

Effect of high school students’ perception of accounting on their acceptance of using cloud accounting pp. 46-65

Satoshi Sugahara, Keita Kano and Sumitaka Ushio

Using in-class group assignments to improve low-achieving students’ performance in an introductory accounting course pp. 66-83

Duanping Hong

Threshold concepts and ESG performance: teaching accounting students reconceptualized fundamentals to drive future ESG advocacy pp. 84-108

Norman T. Sheehan, Kenneth A. Fox, Mark Klassen and Ganesh Vaidyanathan

Integrating interpersonal skill development in an MBA accounting course pp. 109-129

Kendall Herbert, Ling Mei Cong and David Goodwin