Accounting Education

1998 - 2025

Current editor(s): Richard Wilson

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Volume 28, issue 6, 2019

Correction pp. i-i

The Editors

Determinants of academic performance of accounting students in Ghanaian secondary and tertiary education institutions pp. 553-581

Gabriel Sam Ahinful, Venancio Tauringana, Ernest Amoaful Bansah and Dominic Essuman

The syntax of the accounting language: a first step pp. 582-596

Frederico Botafogo

Incorporating XBRL topics into the accounting curriculum: empirical evidence from Indonesia pp. 597-620

Stepani Sisca Wulandari and Syaiful Ali

An alternate state in mind: the effect of CPA exam credit-hour requirements and economic competitiveness on state-level exam candidate pools and pass rates pp. 621-641

Greg Gaynor, Phil Korb, Dan Gerlowski and Ting Zhang

Volume 28, issue 5, 2019

Correction pp. i-i

The Editors

Information technology in the British and Irish undergraduate accounting degrees pp. 445-464

Amr Kotb, Magdy Abdel-Kader, Amir Allam, Hussein Halabi and Ellie Franklin

Accounting students access to social media related resources and the risk of tacit social exclusion pp. 465-483

Stephen A. Coetzee, Karin Leith and Astrid Schmulian

Play it again: how game-based learning improves flow in Accounting and Marketing education pp. 484-507

Rui Silva, Ricardo Rodrigues and Carmem Leal

Social mobility via elite placements: working class graduates in elite accounting and banking firms pp. 508-531

Ian Crawford and Zhiqi Wang

The Sheldon effect: fixed mindset does not always mean fragile confidence pp. 532-552

Nicola J. Beatson, David A. G. Berg and Jeffrey K. Smith

Volume 28, issue 4, 2019

Flipped v’s traditional teaching perspectives in a first year accounting unit: an action research study pp. 333-352

Belinda Williams, Claire Horner and Stephen Allen

Accounting students’ choice of blended learning format and its impact on performance and satisfaction pp. 353-383

Anne Fortin, Chantal Viger, Manon Deslandes, Antonello Callimaci and Pierre Desforges

Incorporating financial literacy into the accounting curriculum pp. 384-400

K. C. Rakow

Factors influencing plagiarism by accounting lecturers pp. 401-425

Ari Santoso and Fitra Roman Cahaya

Ethics matters: the integration of ethical considerations in management accounting textbooks pp. 426-443

Berend van der Kolk

Volume 28, issue 3, 2019

Perceptions of the benefits of the A3 planner in facilitating project-based learning in accounting education pp. 221-238

Jing Wang, Vangelis Tsiligiris and Robert Hartley

Choice-based learning: lecture-based or team learning? pp. 239-273

Evelien Opdecam and Patricia Everaert

Taking the pulse of accounting education reform: liberal education, sociological perspectives, and exploring ways forward pp. 274-303

Gordon Boyce, Venkateshwaran Narayanan, Susan Greer and Bill Blair

An investigation into the development of non-technical skills by undergraduate accounting programmes pp. 304-332

Shonagh Douglas and Elizabeth Gammie

Volume 28, issue 2, 2019

RMIT accounting educators’ conference: 2016 ‘accounting education what it is, and what it is not’ pp. 119-126

Steven Dellaportas

How does contact with accountants influence perceptions of accounting? pp. 127-148

Paul K. Wells

The effect of language proficiency on approaches to learning and satisfaction of undergraduate accounting students pp. 149-171

Belete J. Bobe and Barry J. Cooper

Pragmatic postmodernism and engagement through the culture of continuous creativity pp. 172-194

Frances Miley and Andrew Read

Implementing team-based learning (TBL) in accounting courses pp. 195-219

Jacqueline Christensen, Jennifer L. Harrison, Janice Hollindale and Kayleen Wood

Volume 28, issue 1, 2019

Work-Integrated Learning in accountancy at Australian universities – forms, future role and challenges pp. 1-24

Trevor Stanley and Jia Xu

An analysis of teaching strategies designed to improve written communication skills pp. 25-48

Amy F. Holmes, Shage Zhang and Benjamin Harris

Designing a bridge program for internationally educated accountants in an era of resource constraints pp. 49-68

Janet Morrill

Assessing the use of computer-based assessment-feedback in teaching digital accountants pp. 69-99

Akrum Helfaya

Factors affecting classroom participation and how participation leads to a better learning pp. 100-118

Elena Precourt and Maryella Gainor

Volume 27, issue 6, 2018

Visual metaphor and visual tools in accounting education pp. 549-551

Pru Marriott and Nicholas McGuigan

Digital storytelling and visual metaphor in lectures: a study of student engagement pp. 552-569

Murray Taylor, Mauricio Marrone, Mark Tayar and Beate Mueller

Accounting students perceptions of using visual metaphor as part of personal development planning: an exploratory case study pp. 570-589

Julia Osgerby, Pru Marriott and Maria Gee

Visualising accounting concepts: insights from Cognitive Load Theory for English as a Second Language students pp. 590-612

Monte Wynder

Instructional strategies and students’ performance in accounting: an evaluation of those strategies and the role of gender pp. 613-631

Seedwell T. M. Sithole

Volume 27, issue 5, 2018

Accounting education in Africa pp. 453-455

Ilse Lubbe and Stephen Coetzee

Parental style and gendered student performance in the South African context of accounting studies pp. 456-478

Elmarie Papageorgiou and Chris William Callaghan

The impact of an integrated assessment on the critical thinking skills of first-year university students pp. 479-494

Melanie Cloete

Inclusive accountancy programmes in South African higher education: a revised teaching approach pp. 495-512

Lourens J. Erasmus and Houdini Fourie

Innovators to laggards – how South African students adopted and perceived technologically enhanced learning pp. 513-530

Bernice Beukes, Marina Kirstein, Rolien Kunz and Lynette Nagel

Web conferencing-based tutorials: student perceptions thereof and the effect on academic performance in accounting education pp. 531-546

Stephen A. Coetzee, Astrid Schmulian and Rholé Coetzee

Accounting education in the Middle East and North Africa (MENA) pp. 547-547

The Editors

Volume 27, issue 4, 2018

Educating digital natives for the future: accounting educators’ evaluation of the accounting curriculum pp. 333-357

Khaldoon Al-Htaybat, Larissa von Alberti-Alhtaybat and Zaidoon Alhatabat

The life of an accounting information systems research course pp. 358-382

Ivo De Loo and Jan Bots

The use of short role-plays for an ethics intervention in university auditing courses pp. 383-402

Ross Taplin, Abhijeet Singh, Rosemary Kerr and Alina Lee

Professional skills required of accountants: what do job advertisements tell us? pp. 403-432

Lin Mei Tan and Fawzi Laswad

Influence of the attitudes of Emirati students on their choice of accounting as a profession pp. 433-451

Hadal Hammour

Volume 27, issue 3, 2018

Seven disagreements about cooperative learning pp. 223-233

Evelien Opdecam and Patricia Everaert

Audit workplace simulations as a methodology to increase undergraduates’ awareness of competences pp. 234-258

Rafael Bautista-Mesa, Horacio Molina Sánchez and Jesús Nicolás Ramírez Sobrino

Students’ perceptions of peer assessment effectiveness: an explorative study pp. 259-285

Bhavani Sridharan, Mohammad Muttakin and Dessalegn Getie Mihret

Cooperative learning outcomes from cumulative experiences of group work: differences in student perceptions pp. 286-308

Margaret Healy, John Doran and Maeve McCutcheon

Effects of team-skills guidance on accounting students with lone wolf tendencies pp. 309-332

Jean Lin Seow and Premila Gowri Shankar

Volume 27, issue 2, 2018

Development and application of assessment standards to advanced written assignments pp. 121-159

Antti Miihkinen and Tuija Virtanen

UK PhD assessment in accounting and finance: social capital in action pp. 160-182

Sarah Jane Smith and Vivien Urquhart

Teaching effectiveness of non-native English-speaking teachers in business disciplines: intercultural communication apprehension and ethnocentrism pp. 183-207

Nadana Abayadeera, Dessalegn Getie Mihret and Jayasinghe Hewa Dulige

Building a market simulation to teach business process analysis: effects of realism on engaged learning pp. 208-222

Jacob Peng and Ira Abdullah

Volume 27, issue 1, 2018

Sex role socialization and perceptions of student academic dishonesty by male and female accounting faculty pp. 1-26

Camillo Lento, Naqi Sayed and Merridee Bujaki

Can incentives mitigate student overconfidence at grade forecasts? pp. 27-47

Dennis Caplan, Kristian G. Mortenson and Marisa Lester

Factors affecting success in the professional entry exam for accountants in Brazil pp. 48-71

Lúcia Lima Rodrigues, Carlos Pinho, Maria Clara Bugarim, Russell Craig and Diego Machado

Students’ perceptions of their first accounting class: implications for instructors pp. 72-93

Jean Ingersoll Abbott and Barry R. Palatnik

Positioning of emotional intelligence skills within the overall skillset of practice-based accountants: employer and graduate requirements pp. 94-120

Peggy Coady, Seán Byrne and John Casey