Accounting Education

1998 - 2025

Current editor(s): Richard Wilson

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Volume 26, issue 5-6, 2017

Accounting education – dedicated edition pp. 411-413

Pru Marriott

Enlightenment through engagement? The potential contribution of greater engagement between researchers and practitioners pp. 414-430

Rob Jones

An evaluation of competency development in accounting trainees pp. 431-458

Caroline Chaffer and Jill Webb

Graduates’ vocational skills for the management accountancy profession: exploring the accounting education expectation-performance gap pp. 459-481

Douglas Howcroft

Professional competence and continuing professional development in accounting: professional practice vs. non-practice pp. 482-500

Brid Murphy

Accounting academics’ perceptions of the effect of accreditation on UK accounting degrees pp. 501-521

Peter Ellington and Amanda Williams

Insights into learning profiles and learning outcomes within introductory accounting pp. 522-552

Cláudia Teixeira and Delfina Gomes

Learning groups: the effects of group diversity on the quality of group reflection pp. 553-575

Ismail Adelopo, Joseph Asante, Eleanor Dart and Ibrahim Rufai

The impediments to the change to UK university accounting education, a comparison to the USA pathways commission pp. 576-598

Peter Ellington

Editorial Board pp. ebi-ebi

The Editors

Volume 26, issue 4, 2017

The effect of accounting question response formats on student performance pp. 291-315

Christine Jonick, Jennifer Schneider and Daniel Boylan

Impact of group exams in a graduate intermediate accounting class pp. 316-334

Darlene Bay and Parunchana Pacharn

Teaching auditing using cases in an online learning environment: the role of ePortfolio assessment pp. 335-357

Dessalegn Getie Mihret, Nadana Abayadeera, Kim Watty and Jade McKay

Meeting threshold learning standards through self-management in group oral presentations: observations on accounting postgraduate students pp. 358-376

Elvia R. Shauki and Helen Benzie

Listening to student views on the transition from work placement to the final year pp. 377-391

Pamela Anderson and Yvonne Novakovic

Awareness of the public versus private accounting divide, and its impact on the career path preference of accounting students pp. 392-409

H. Anthony Crossman

Volume 26, issue 3, 2017

The context-specific conceptions of learning in case-based accounting assignments, students’ characteristics and performance pp. 191-212

Sinikka Moilanen

Students’ conceptions of learning in the context of an accounting degree pp. 213-241

Subhash Abhayawansa, Mark Bowden and Soma Pillay

Widening participation and contextual entry policy in accounting and finance pp. 242-264

N. Rowbottom

Governance and compliance in accounting education in Vietnam – case of a public university pp. 265-290

Binh Bui, Hien Hoang, Duc P. T. Phan and P. W. Senarath Yapa

Volume 26, issue 2, 2017

Social cognitive career theory and the goal of becoming a certified public accountant pp. 109-126

Jerry Schoenfeld, Gerry Segal and Dan Borgia

Beyond the mechanics of spreadsheets: using design instruction to address spreadsheet errors pp. 127-143

Kent N. Schneider, Lana L. Becker and Gary G. Berg

Monetary valuations of university course delivery: the case for face-to-face learning activities in accounting education pp. 144-165

Ross Taplin, Rosy Kerr and Alistair Brown

Figuratively speaking: analogies in the accounting classroom pp. 166-190

Basil P. Tucker

Volume 26, issue 1, 2017

Editorial pp. 1-1

Alan Sangster

Accounting Community of Practice pedagogy: a course management invention for developing personal competencies in accounting education pp. 3-27

Sandria S. Stephenson

A case study of group processes and student evaluation of teaching pp. 28-53

Kristian G. Mortenson and Richard S. Sathe

CPA credential perceptions: a case study of Hispanic accountants pp. 54-77

Helen G. Gabre, Dale L. Flesher and Frank Ross

The relationship between motivation, learning approaches, academic performance and time spent pp. 78-107

Patricia Everaert, Evelien Opdecam and Sophie Maussen

Volume 25, issue 6, 2016

The relation of student engagement and other admission metrics to Master of Accounting student performance pp. 519-533

Frank Buckless and Kathy Krawczyk

Use of social media by university accounting students and its impact on learning outcomes pp. 534-567

Tehmina Khan, Michael Kend and Susan Robertson

Ranking accounting authors and departments in accounting education: different methodologies – significantly different results pp. 568-597

Richard A. Bernardi, Kimberly A. Zamojcin and Taylor L. Delande

Digital game-based learning in accounting and business education pp. 598-651

Jordi Carenys and Soledad Moya

Awards pp. 652-656

The Editors

Editorial Board pp. ebi-ebi

The Editors

Volume 25, issue 5, 2016

Nontraditional student withdrawal from undergraduate accounting programmes: a holistic perspective pp. 437-478

Anne Fortin, Louise Sauvé, Chantal Viger and France Landry

Representation of knowledge on some management accounting techniques in textbooks pp. 479-501

Alena Golyagina and Danielius Valuckas

Counting the cost, reconciling the benefits: understanding employer investment in Higher Apprenticeships in accounting pp. 502-518

Lynn Gambin and Terence Hogarth

Volume 25, issue 4, 2016

Thoughts from the IAAER’s 12th World Congress of Accounting Educators and Researchers pp. 287-290

Greg Stoner and Themin Suwardy

Do accounting students believe in self-assessment? pp. 291-305

Tanya Hill

Differences in students’ reading comprehension of international financial reporting standards: a South African case pp. 306-326

Stephen A. Coetzee, Cecile Janse van Rensburg and Astrid Schmulian

Ethical perceptions of accounting students in a Portuguese university: the influence of individual factors and personal traits pp. 327-348

Alberto J. Costa, Margarida M. Pinheiro and Mariana S. Ribeiro

The expectation performance gap in accounting education: a review of generic skills development in UK accounting degrees pp. 349-367

Jill Webb and Caroline Chaffer

Business simulation as an active learning activity for developing soft skills pp. 368-395

Yves Levant, Michel Coulmont and Raluca Sandu

Mutual calculations in creating accounting models: a demonstration of the power of matrix mathematics in accounting education pp. 396-413

Anna Vysotskaya, Oleg Kolvakh and Greg Stoner

: a missing connection between the theory and academic syllabi pp. 414-435

Roberto Aprile and Mario Nicoliello

Volume 25, issue 3, 2016

Preparing underprepared students for higher education and beyond: the development and implementation of an integrated project pp. 203-222

Avika Mungal and Melanie Cloete

Is international accounting education delivering pedagogical value? pp. 223-238

Chris Patel, Brian Millanta and Dale Tweedie

The written communication skills that matter most for accountants pp. 239-255

Tracey J. Riley and Kathleen A. Simons

Student perceptions on using guided reading questions to motivate student reading in the flipped classroom pp. 256-271

Charles A. Brown, Kreag Danvers and David T. Doran

The impact of unstructured case studies on surface learners: a study of second-year accounting students pp. 272-286

Kate Wynn-Williams, Nicola Beatson and Cameron Anderson

Volume 25, issue 2, 2016

The probability evaluation game: an instrument to highlight the skill of reflexive listening pp. 107-123

Clare Butler

The relationship between accounting students’ personality, professional skepticism and anticipatory socialization pp. 124-138

Magdy S. Farag and Rafik Z. Elias

Excel in the accounting curriculum: perceptions from accounting professors pp. 139-166

Usha Ramachandran Rackliffe and Linda Ragland

Dominant personality types in public accounting: selection bias or indoctrinated? pp. 167-184

Hughlene Burton, Brian Daugherty, Denise Dickins and Dan Schisler

Integrating enterprise resource planning (SAP) in the accounting curriculum: a systematic literature review and case study pp. 185-202

Yvette Blount, Babak Abedin, Savanid Vatanasakdakul and Seyedezahra Erfani

Volume 25, issue 1, 2016

More than ‘continuing professional development’: a proposed new learning framework for professional accountants pp. 1-13

Hilary Lindsay

An integrated academic literacy approach to improving students’ understanding of plagiarism in an accounting course pp. 14-34

Lisa Powell and Nishani Singh

Achieving globalization of AACSB accounting programs with faculty-led study abroad education pp. 35-56

Heidi Hylton Meier and Deborah Drummond Smith

Understanding accounting as a career: an immersion work experience for students making career decisions pp. 57-87

Dianne McGrath and Daniel Murphy

What actions can be taken to increase whistle-blowing in the classroom? pp. 88-106

Richard A. Bernardi, Alexandra C. Landry, Erynne E. Landry, Mitchell R. Buonafede and Marissa E. Berardi