Accounting Education
1998 - 2024
Current editor(s): Richard Wilson From Taylor & Francis Journals Bibliographic data for series maintained by Chris Longhurst (). Access Statistics for this journal.
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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
Volume 32, issue 6, 2023
- Formative assessment in accounting: student perceptions and implications of continuous assessment pp. 597-625

- Elka Johansson, Sutharson Kanapathippillai, Arifur Khan and Steven Dellaportas
- PACE-IT: designing blended learning for accounting education in the challenging context of a global pandemic pp. 626-645

- Orlaith Kelly, Tony Hall and Cornelia Connolly
- The impact of self-efficacy beliefs on first-year accounting students’ performance: a South African perspective pp. 646-669

- Herman Albertus Viviers, Rikus Ruben De Villiers and Nico van der Merwe
- Serious games may shape the future of accounting education by exploring hybrid skills pp. 670-693

- Luciano Bastos de Carvalho and José Dutra de Oliveira Neto
- The role of practical accounting projects in achieving student learning objectives pp. 694-712

- Robert W. Stone and Lori Baker-Eveleth
- Demonstrating critical thinking in accounting: applying a competency framework pp. 713-734

- M. Turner and M. Tyler
- The use and measurement of communication self-efficacy techniques in a UK undergraduate accounting course pp. 735-763

- Martin Roberts, Neeta S. Shah, Dafydd Mali, Jose L. Arquero, John Joyce and Trevor Hassall
Volume 32, issue 5, 2023
- Correction pp. I-I

- The Editors
- Integrity of assessments in challenging times pp. 501-522

- Phil Hancock, Jac Birt, Paul De Lange, Carolyn Fowler, Marie Kavanagh, Lorena Mitrione, Michaela Rankin, Geoff Slaughter and Andrew Williams
- Assessing students’ learning during pandemic: responses to crisis period at Singapore’s higher education institutions pp. 523-537

- Arif Perdana and Mui Kim Chu
- Business students’ learning and assessment in a COVID-19 world: empirical evidence from Finland pp. 538-562

- Antti Miihkinen
- The use of mobile instant messaging for peer feedback in online assessments for learning pp. 563-577

- Stephen A. Coetzee, Astrid Schmulian and Cecile Janse van Rensburg
- Rethinking accounting assessment in a COVID-19 world: application of a dialogical approach pp. 578-595

- Olga Cam and Joan Ballantine
Volume 32, issue 4, 2023
- Reflective practice and learning in accounting education pp. 355-381

- Steven Dellaportas, Peta Stevenson-Clarke, Mahesh Joshi and Teresa De Fazio
- Measuring accounting educators’ views on the teaching–research nexus (TRN): an international comparative study pp. 382-408

- Angus Duff, Ilse Lubbe, Phil Hancock and Neil Marriott
- Data mining: will first-year results predict the likelihood of completing subsequent units in accounting programs? pp. 409-444

- Seedwell T. M. Sithole, Guang Ran, Paul de Lange, Meredith Tharapos, Brendan O’Connell and Nicola Beatson
- Social cognitive career theory and rural high school learners’ intentions to pursue an accounting career pp. 445-478

- James Ako Oben and Annelien van Rooyen
- Student engagement and performance: evidence from the first wave of COVID-19 in Italy pp. 479-500

- Stefano Azzali, Tatiana Mazza and Veronica Tibiletti
Volume 32, issue 3, 2023
- Accounting graduate employability: employer perspectives on skills and attributes of international graduates pp. 249-277

- Paul de Lange, Brendan T. O’Connell, Meredith Tharapos, Nicola Beatson and Heinrich Oosthuizen
- Integrating a foundation for the development of critical thinking skills into an introductory accounting class pp. 278-299

- Denise Dickins and Joseph Reid
- Enhancing learning of accounting principles through experiential learning in a board game pp. 300-331

- Carlos López-Hernández, Gloria Isabel Lizarraga-Álvarez and Manuel Soto-Pérez
- Switching to flipped classrooms – one and the same training challenged by practitioners and students pp. 332-354

- Jörg H. Mayer, Reiner Quick, Sanjar Sayar and Jörg Siebert
Volume 32, issue 2, 2023
- COVID-19 and emergency online and distance accounting courses: a student perspective of engagement and satisfaction pp. 115-149

- Gulliver Lux, Antonello Callimaci, Marie-Andrée Caron, Anne Fortin and Nadia Smaili
- Developing accountants for the future: new technology, skills, and the role of stakeholders pp. 150-177

- Denise Jackson, Grant Michelson and Rahat Munir
- A review of lecture capture research in business education pp. 178-200

- Melissa A. Ling and Margaret E. Knight
- Using colour-coded digital annotation for enhanced case-based learning outcomes pp. 201-221

- Cecilia Chiu, Robyn King and Corene Crossin
- The impact of using a mobile app on learning success in accounting education pp. 222-247

- Johannes Voshaar, Martin Knipp, Thomas Loy, Jochen Zimmermann and Florian Johannsen
Volume 32, issue 1, 2023
- What processes do academics undertake in an international teaching experience that reveal their cultural intelligence? pp. 1-33

- Meredith Tharapos and Brendan T. O’Connell
- Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development pp. 34-60

- Karen Mountain, Wilma Teviotdale, Jonathan Duxbury and Jenny Oldroyd
- Emotional intelligence capabilities that can improve the non-technical skills of accounting students pp. 61-89

- M. de Bruyn
- Managing group work: the impact of peer assessment on student engagement pp. 90-113

- Oluseyi Oluseun Adesina, Olufunbi Alaba Adesina, Ismail Adelopo and Godfred Adjappong Afrifa
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