Accounting Education

1998 - 2025

Current editor(s): Richard Wilson

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Volume 17, issue 4, 2008

Teaching Resources in Accounting and Finance pp. 355-357

Catriona Paisey

Petroleum Services Enterprises Limited (PSEL): A Case in Financial Reporting and Analysis pp. 359-368

Anthony Bowrin

Petroleum Services Enterprises Limited (PSEL): A Case in Financial Reporting and Analysis pp. 369-384

Anthony Bowrin

Instructional Case—Activity-based Costing Incorporating both Activity and Product Costing pp. 385-403

J. Gregory Bushong, John Talbott and David Cornell

Ethics Education for Accounting Students—a Toolkit Approach pp. 405-430

Barry Cooper, Philomena Leung, Steven Dellaportas, Beverley Jackling and Grace Wong

Integrating a Service-learning Project into Management Accounting Coursework—A Sharing of Implementation Experience and Lessons Learned pp. 431-445

Bea Chiang

Peer Mentoring in an Accounting Setting: A Case Study of Mentor Skill Development pp. 447-462

Beverley Jackling and Tracey McDowall

Volume 17, issue 3, 2008

Introduction to AE Editorial Essays pp. 227-227

Richard Wilson

AE EDITORIAL ESSAY: Time Tight, Learning Unattainable pp. 229-231

Timothy Fogarty

Introducing a Learning Portfolio in an Undergraduate Financial Accounting Course pp. 233-271

Grant Samkin and Graham Francis

Enhancing Students' Understanding of Plagiarism within a Discipline Context pp. 273-290

Sue McGowan and Margaret Lightbody

Temporal, Cross-sectional, and Time-lag Analyses of Managerial and Cost Accounting Textbooks pp. 291-312

Indrarini Laksmana and Wendy Tietz

Analyzing the Factors Relevant to Students' Estimations of the Benefits and Costs of Pursuing an Accounting Career pp. 313-326

Clement Chen, Keith Jones and D. David Mcintyre

The Perceived Importance of an Ethical Issue as a Determinant of Ethical Decision-making for Accounting Students in an Academic Setting pp. 327-348

Daryl Guffey and Mark Mccartney

Volume 17, issue 2, 2008

Introduction to AE Editorial Essays pp. 101-101

Richard Wilson

The Influence of Business Case Studies on Learning Styles: An Empirical Investigation pp. 113-128

Kate Wynn-Williams, Rosalind Whiting and Ralph Adler

The Influence of Business Case Studies and Learning Styles in an Accounting Course: A Comment pp. 129-144

Angus Duff, Alisdair Dobie and Xin Guo

On Approaches to Learning versus Learning Styles: A Reply to Duff et al.'s Comment pp. 145-149

Ralph Adler, Rosalind Whiting and Kate Wynn-Williams

Undergraduate Internships in Accounting: What and How do Singapore Interns Learn from Experience? pp. 151-172

John Edward Beck and Hendrik Halim

Support for Graphicacy: A Review of Textbooks Available to Accounting Students pp. 173-185

Margaret Milner and Wan Ying Hill

Preferred Learning Methods: A Comparison between International and Domestic Accounting Students pp. 187-198

Indra Abeysekera

A 'Modern' Professor in 'Postmodern' Land: Adventures Teaching Accounting pp. 201-204

Nicholas Fessler

The Introduction of 'Surprise Tests' in Teaching Accounting pp. 205-208

Ilias Basioudis

Teaching the Choir: Challenges of a Learner-Centred Simulation pp. 209-212

Joseph Kastantin and Milorad Novicevic

Transferable Team Skills for Accounting Students pp. 213-224

Frances Kennedy and Richard Dull

British Accounting Association's Special Interest Group On Accounting Education Annual Prize 2007 pp. 225-225

Richard Wilson

Volume 17, issue 1, 2008

The Order of Teaching Accounting Topics-Why Do Most Textbooks End with the Beginning? pp. 3-14

Marc Wouters

A Commentary on 'The Order of Teaching Accounting Topics-Why do Most Textbooks End with the Beginning?' pp. 15-18

Anne Abraham

A Commentary on 'The Order of Teaching Accounting Topics-Why Do Most Textbooks End with the Beginning?' pp. 19-20

Alnoor Bhimani

An External, Antipodean Commentary on the Order of Accounting Topics pp. 21-26

Mark Christensen

A Commentary on 'The Order of Teaching Accounting Topics-Why Do Most Textbooks End with the Beginning?' pp. 27-29

Catherine Gowthorpe

A Commentary on 'The Order of Teaching Accounting Topics-Why do Most Textbooks End with the Beginning?' pp. 31-31

Eric Noreen

A Rejoinder to Commentaries on 'The Order of Teaching Accounting Topics-Why Do Most Textbooks End with the Beginning?' pp. 33-39

Marc Wouters

Good Practices in Accounting Education: Classroom Configuration and Technological Tools for Enhancing the Learning Environment pp. 41-63

Gloria Mcvay, Pamela Murphy and Sung Wook Yoon

The Australian Society of Accountants' Attempt to Introduce a Qualifying Examination in the Early 1970s: a Case of Form Over Substance pp. 65-81

Elaine Evans

Incorporating Information Literacy into the Accounting Curriculum pp. 83-97

Shaun Jackson and David Durkee

Volume 16, issue 4, 2007

Continuing Professional Development - The IFAC Position pp. 319-327

Melvin Berg

Accounting Graduate Employment Destinations and Commitment to CPD: A Study from Two Australian Universities pp. 329-343

Beverley Jackling, Paul De Lange and Joav Rav On

Accounting Education Lags CPE Ethics Requirements: Implications for the Profession and a Call to Action pp. 345-363

Dann Fisher, Diane Swanson and Jaime Schmidt

Accountants' Perceptions of the Effectiveness of Mandatory Continuing Professional Education pp. 365-378

Susan Wessels

Continuing Professional Development Activities of UK Accountants in Public Practice pp. 379-403

Catriona Paisey, Nicholas Paisey and Heather Tarbert

Continuing Professional Development: Perceptions from New Zealand and Australian Accounting Academics pp. 405-420

Mary Zajkowski, Vivienne Sampson and David Davis

Approaches to CPD Measurement Research Project pp. 431-432

Andrew Friedman and Susannah Woodhead

Volume 16, issue 3, 2007

Publish or Perish: Is this Really a Viable Set of Options? pp. 225-240

M. R. Mathews

A Commentary on 'Publish or Perish: Is this Really a Viable Set of Options?' pp. 241-244

Dennis M. Bline

Towards an Ethos of Advancing Knowledge: A Commentary on 'Publish or Perish: Is this Really a Viable Set of Options?' pp. 245-249

Russell J. Craig

The Pretence of Publishing: A Beneficial Conspiracy for Academics pp. 251-254

Roger Hussey

A Commentary on 'Publish or Perish: Is this Really a Viable Set of Options?' pp. 255-257

E. Kent St Pierre

Publish or Perish?—A Solution in Search of a Problem pp. 259-261

Malcolm Smith

A Commentary on 'Publish or Perish: Is this Really a Viable Set of Options?' pp. 263-266

Lesley Stainbank

Publish or Perish—an Extension pp. 267-268

Murray Wells

A Rejoinder to the Commentaries on 'Publish or Perish: Is this Really a Viable Set of Options?' pp. 269-272

M. R. Mathews

Concept Mapping in a Financial Accounting Theory Course pp. 273-308

Jon Simon

Professor Reva Berman Brown (1939-2007) - A Tribute pp. 309-310

Sean Mccartney

Volume 16, issue 2, 2007

Protecting the Solution: A 'High-Tech.' Method to Guarantee Individual Effort in Accounting Classes pp. 129-143

Paul M. Goldwater and Timothy J. Fogarty

Evaluating Assessed Group-work in a Second-year Management Accounting Subject pp. 145-162

Maria Cadiz Dyball, Anna Reid, Philip Ross and Herbert Schoch

Final Year Accounting Undergraduates' Attitudes to Group Assessment and the Role of Learning Logs pp. 163-183

Joan Ballantine and Patricia Mccourt Larres

Group Assessment at Final Degree Level: An Evaluation pp. 185-206

Elizabeth Gammie and Morag Matson

Assessment of Internship Experiences and Accounting Core Competencies pp. 207-220

Deborah F. Beard

Volume 16, issue 1, 2007

Editorial pp. 1-1

Richard Wilson

Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence pp. 3-21

Prem Sikka, Colin Haslam, Orthodoxia Kyriacou and Dila Agrizzi

A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence' pp. 23-26

Mark Allison

A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence' pp. 27-30

Sonja Gallhofer and Jim Haslam

A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence' pp. 31-34

David Hatherly

A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence' pp. 35-38

David M. Hunt

A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence' pp. 39-42

Susan Newberry

Professionalisation and UK Accounting Education: Academic and Professional Complicity - A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence' pp. 43-46

Lee D. Parker

A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence' pp. 47-49

Alan Robb

A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence' pp. 51-54

Stuart Turley

A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence' pp. 55-57

Michael Walsh

A Rejoinder to 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence' pp. 59-64

Prem Sikka, Colin Haslam, Orthodoxia Kyriacou and Dila Agrizzi

Measuring the Problem-Solving Abilities of Accounting and Other Business Students: A Comparison and Evaluation of Three Methods pp. 65-79

Stuart H. Jones and Ronald A. Davidson

The Effective Delivery of a Streaming Video Course Lecture pp. 81-93

Russell Calk, Kerry Alt, Sherry K. Mills and Richard Oliver

The 'Jim Factor'—My Experience as a First-Time Accounting Tutor pp. 97-100

Chrisann Palm

'SOX Unravelled', or How a Wacky Professor Got Kids to Learn About a Dull, but Important Topic pp. 101-104

Craig Reeder

International Education Standards for Professional Accountants (IESs) pp. 107-113

Henry Saville