Accounting Education

1998 - 2025

Current editor(s): Richard Wilson

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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

Volume 31, issue 6, 2022

Accounting 101: redefining accounting for tomorrow pp. 615-628

Garry D. Carnegie

‘He who pays the piper calls the tune’: university key performance indicators post COVID-19 pp. 629-639

Brendan T. O'Connell

Opportunity in an uncertain future: reconceptualising accounting education for the post-COVID-19 world pp. 640-651

Meredith Tharapos

Sense of belonging during a global pandemic: a case of accounting students pp. 652-666

Hoa Luong, Yimei Man, Frederico Botafogo and Nicola Beatson

Volume 31, issue 5, 2022

Competency Map development as an identity movement: a Canadian perspective pp. 453-481

Erica Pimentel and Emilio Boulianne

The teaching hand in remote accounting education: bringing mirror neurons into the debate pp. 482-501

Katharina Rahnert

(Re)constructing identity in the transnational classroom: the student perspective pp. 502-535

Meredith Tharapos and Brendan T. O’Connell

Institutional pressures and responses to the introduction of integrated reporting into accounting curricula: the case of Sri Lankan universities pp. 536-566

Samanthi Senaratne, Nuwan Gunarathne, Roshan Herath, Dileepa Samudrage and Thilini Cooray

Evolving flipped classroom design in a cost/management accounting module in a rural South African context pp. 567-595

Marné Van Niekerk and Marthinus Delport

Putra Salamanis board game: the game of bookkeeping for fundamental financial accounting learning pp. 596-614

Aslam Izah Selamat and Siti Manisah Ngalim

Volume 31, issue 4, 2022

Why aren’t more minority accounting students choosing auditing? An examination of career choice and perceptions pp. 347-369

Josette Edwards Pelzer and Porschia Nkansa

Strengthening the accounting pipeline through diversity: preference for Big 4 employment and intentions to change pp. 370-393

Amy F. Holmes, Renee Foshee and Teresa de Jesus Elizondo Montemayor

Through students’ eyes: case study of a critical pedagogy initiative in accounting education pp. 394-430

Janie Bérubé and Yves Gendron

Do Brazilian researchers in graduate accounting programs publish in English? An exploratory study pp. 431-451

Denize Demarche Minatti Ferreira, Monique Cristiane de Oliveira, José Alonso Borba and Fillipe Schappo

Volume 31, issue 3, 2022

Impediments and pressures to incorporate soft skills in Higher Education accounting studies pp. 243-272

Sofia Asonitou

Student use of homework assistance websites pp. 273-293

David J. Emerson and Kenneth J. Smith

Professional accounting body affiliation in a developing country: the case of membership attraction in Vietnam pp. 294-321

Frederique Bouilheres, Paul de Lange, Glennda Scully, Prem Yapa and Brendan O’Connell

Can the introduction of a research-informed teaching intervention enhance student performance and influence perceptions? pp. 322-346

Dafydd Mali and Hyoung-joo Lim

Volume 31, issue 2, 2022

The quality of accounting education and the integration of the international education standards: evidence from Middle Eastern and North African countries pp. 113-133

Osama A. Mah’d and Ghassan H. Mardini

Exploring the effectiveness of total quality management in accounting education: the case of Egypt pp. 134-166

Heba Abou-El-Sood and Waleed Ghoniem

Advancing accounting education using LEGO® Serious Play simulation technique pp. 167-183

Walaa Wahid ElKelish and Rafiuddin Ahmed

Preparing students for the workplace in developing countries: a study of accounting education in Libya pp. 184-212

Abdulaziz Y. S. Mosbah, Christopher J. Cowton, Julie E. Drake and Wilma W. Teviotdale

Accounting students’ demographics and competencies: the mediating role of student engagement pp. 213-241

Munther Al-Nimer and Fairouz M. Mustafa

Volume 31, issue 1, 2022

The impact of collaborative learning approaches on assessment outcomes in an accounting theory class pp. 1-38

Randolph Nsor-Ambala

The application of experiential learning for forensic accounting students: the Mock trial pp. 39-66

Jeanette K. Van Akkeren and Julie-Anne Tarr

Enhancing accounting and finance students’ awareness of transferable skills in an integrated blended learning environment pp. 67-91

Antonella Russo, Liz Warren, Lorenzo Neri, Agnieszka Herdan and Karen Brickman

Ethics and curriculum design of accounting programmes in a developing country: a qualitative insight pp. 92-112

Regina Mensah Onumah, Samuel Nana Yaw Simpson and Amoako Kwarteng