Accounting Education

1998 - 2025

Current editor(s): Richard Wilson

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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

Volume 30, issue 6, 2021

Using peer review to develop professional competencies: an Ubuntu perspective pp. 551-577

Karin Barac, Marina Kirstein and Rolien Kunz

Enhancing students’ employability skills awareness through the accounting professional body on an undergraduate accounting degree pp. 578-600

Usha Mistry

Developing an evaluation tool to provide a 360-degree reflection on work-integrated learning in accounting education pp. 601-620

Gemma K. Lewis, Belinda Williams, Stephen Allen, Beverly Goldfarb, Kevin Lyall, Rose Kling and Peta Statham

Exploring the impact of 4IR on skills and personal qualities for future accountants: a proposed conceptual framework for university accounting education pp. 621-649

Vangelis Tsiligiris and Dorothea Bowyer

Volume 30, issue 5, 2021

How language background impacts learners studying International Financial Reporting Standards: a cognitive load theory perspective pp. 439-450

Rosemary King, Paul Blayney and John Sweller

Learning IFRS through MOOC: student and graduate perceptions pp. 451-471

Julieth E. Ospina-Delgado, María A. García-Benau and Ana Zorio-Grima

Academic adjustments and learning experiences of government-sponsored accounting students in a foreign university pp. 472-494

Radiah Othman, Fawzi Laswad and Saiyidi Mat-Roni

Employers’ perspectives of accounting graduates and their world of work: software use and ICT competencies pp. 495-524

Lyn Daff

Operationalising dialogic accounting education through praxis and social and environmental accounting: exploring student perspectives pp. 525-550

Alex Wong, Sendirella George and Farzana Aman Tanima

Volume 30, issue 4, 2021

A critical thinking competency framework for accounting students pp. 325-354

E. A. J. Terblanche and B. De Clercq

Is career guidance sending the right message about accounting work? Comparing accounting with competing professions pp. 355-384

Clement C. Chen, Sarah A. Garven, Keith T. Jones and Audrey N. Scarlata

Core competencies for the global workplace: A cross-cultural and skill-based simulation project in accounting pp. 385-412

Husam Aldamen, Hadeel Alkhateeb, Kim Kercher, Keith Duncan and Janice Hollindale

The effects of ethics education interventions on ethical attitudes of professional accountants: evidence from Ghana pp. 413-437

Regina Mensah Onumah, Samuel Nana Yaw Simpson and Amoako Kwarteng

Volume 30, issue 3, 2021

Professional scepticism and the accounting classroom pp. 213-233

Prerana Agrawal, Jacqueline Birt, Mark Holub and Warrick van Zyl

Team-Based Learning in professional writing courses for accounting graduates: positive impacts on student engagement, accountability and satisfaction pp. 234-257

Judith Ainsworth

Accounting ethics education and the ethical awareness of undergraduates: an experimental study pp. 258-276

Peace Onuwabhagbe Okougbo, Elewechi Ngozi Okike and Amos Alao

Effect of Data mindfulness training on accounting students: results from a randomized control trial pp. 277-303

Jaysinha S. Shinde, Udaysinha S. Shinde, Alex Hill, Christopher Adams and Joshua Harden

Written communication: the professional competency often neglected in auditing courses pp. 304-324

Diana Tien Irafahmi, P. John Williams and Rosemary Kerr

Volume 30, issue 2, 2021

Mediating effect of use perceptions on technology readiness and adoption of artificial intelligence in accounting pp. 107-130

Hassan Damerji and Anwar Salimi

Teamwork in the accounting curriculum: stakeholder expectations, accounting students’ value proposition, and instructors’ guidance pp. 131-158

Heinrich Oosthuizen, Paul De Lange, Trevor Wilmshurst and Nicola Beatson

Games based learning in accounting education – which dimensions are the most relevant? pp. 159-187

Rui Silva, Ricardo Rodrigues and Carmem Leal

Does the changing world of professional work need a new approach to accounting education? pp. 188-212

Ian P. Herbert, Andrew T. Rothwell, Jane L. Glover and Stephanie A. Lambert

Volume 30, issue 1, 2021

Pivot to online in a post-COVID-19 world: critically applying BSCS 5E to enhance plagiarism awareness of accounting students pp. 1-21

Yolande Reyneke, Christina Cornelia Shuttleworth and Retha Gertruida Visagie

E-learning in accounting education: the influence of students’ characteristics on their engagement and performance pp. 22-41

Joanna Krasodomska and Justyna Godawska

Integrating digital pedagogies into a typical student learning lifecycle and its effect on exam performance pp. 42-62

Husain Coovadia and Christo Ackermann

Embedding work-integrated learning into accounting education: the state of play and pathways to future implementation pp. 63-85

Denise Jackson and Stephanie Meek

Utilizing the theory of reasoned action in understanding students’ choice in selecting accounting as major pp. 86-106

Emad Awadallah and Adel Elgharbawy