Accounting Education

1998 - 2025

Current editor(s): Richard Wilson

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Volume 15, issue 4, 2006

Editorial pp. 351-353

Richard Wilson

Perceptions of Accounting by Stakeholders and Career Choices: Towards a Renewal? pp. 355-357

Serge Evraert and Stephane Trebucq

University Accounting Curricula: The Perceptions of an Alumni Group pp. 359-376

Shirley Carr, Frances Chua and Hector Perera

The Impact of Computer-Assisted Learning on Academic Grades: An Assessment of Students' Perceptions pp. 377-389

Tracey McDowall and Beverley Jackling

The Effectiveness of PowerPoint presentations in the Accounting Classroom pp. 391-403

Satoshi Sugahara and Gregory Boland

Japanese Secondary School Teachers' Perceptions of the Accounting Profession pp. 405-418

Satoshi Sugahara, Osamu Kurihara and Gregory Boland

Influences on Undergraduate Students' Intentions to become Qualified Accountants: Evidence from Australia pp. 419-438

Beverley Jackling and Claude Calero

Emotional Intelligence in Undergraduate Accounting Students: Preliminary Assessment pp. 439-454

Darlene Bay and Kim McKeage

Obituary pp. 459-460

Alan Sangster

Volume 15, issue 3, 2006

Guest editorial and conference report pp. 239-241

Elizabeth Gammie, Alan Sangster and Neil Marriott

Accounting textbooks: Exploring the production of a cultural and political artifact pp. 243-260

John Ferguson, David Collison, David Power and Lorna Stevenson

Accounting and sustainability, encouraging a dialogical approach; integrating learning activities, delivery mechanisms and assessment strategies pp. 261-273

Andrea Coulson and Ian Thomson

The professional development of European accounting academics: A proposed theoretical framework for future research pp. 275-286

Eleni Tourna, Trevor Hassall and John Joyce

Adapting management accounting knowledge needs to functional and economic change pp. 287-300

Philip Cooper

The development of a questionnaire assessing metacognitive patterns of students majoring in accounting in higher education pp. 301-323

Nigel Brown

An exploration into factors that impact upon the learning of students from non-traditional backgrounds pp. 325-334

Jon Lyons

Undergraduate education in social and environmental accounting in Australian universities pp. 335-348

Donna Mangion

Volume 15, issue 2, 2006

Student career aspirations and perceptions: The case of Israeli accounting students pp. 113-134

Nira Danziger and Yoram Eden

Using dimensions of moral intensity to predict ethical decision-making in accounting pp. 135-149

Deborah Leitsch

Accounting students' perceptions of a virtual learning environment: Springboard or safety net? pp. 151-166

Nia Love and Nadine Fry

Students' beliefs, attitudes and intentions to major in accounting pp. 167-187

Lin Mei Tan and Fawzi Laswad

Exploring the effectiveness of peer mentoring of accounting and finance students in higher education pp. 189-202

Alison Fox and Lorna Stevenson

Shared experiences and reflecting on what we teach pp. 205-209

Donald Wygal

Reflections on the scholarship of teaching: A report on the Colloquium on Change in accounting education, 2005 pp. 211-215

Timothy Fogarty

Alumina plc: A case study of the post-audit of capital investment expenditure pp. 217-225

Malcolm Smith

A time to be friends pp. 229-234

Nicholas Fessler

The assessment of applications for special consideration: A conceptual framework pp. 235-238

Peter Thompson, Jon Phillips and Paul De Lange

Volume 15, issue 1, 2006

Why DCF capital budgeting is bad for business and why business schools should stop teaching it pp. 3-10

Ralph Adler

A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it” pp. 11-12

Timothy Fogarty

A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it” pp. 13-15

Christopher Jones

A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it” pp. 17-20

Catriona Paisey

A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it” pp. 21-23

Can Simga-mugan

A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it” pp. 25-28

Sidney Weil and Peter Oyelere

Teaching capital budgeting as multi-attribute decision-making. A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it” pp. 29-33

Marc Wouters

A rejoinder to commentaries on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it” pp. 35-39

Ralph Adler

Students' experiences of learning in a third-year management accounting class: Evidence from New Zealand pp. 41-59

Beverley Lord and Jane Robertson

Gender, media presentation, and concern with the correct use of words—testing a three-way interaction pp. 61-72

Hossein Nouri and B. Douglas Clinton

Electronic commerce education: Analysis of existing courses pp. 73-88

Zabihollah Rezaee, Kenneth Lambert and W. Ken Harmon

Impact of an audit reporting expert system on learning performance: A teaching note pp. 89-102

R. Steve McDuffie and L. Murphy Smith

Striking a balance between 'Sir' and 'Dude' pp. 105-107

Giuseppe Carabetta

Art of conversation as an antidote to cultural exclusion pp. 109-112

Lyn Carson

Volume 14, issue 4, 2005

Irish secondary students' perceptions of the work of an accountant and the accounting profession pp. 367-381

Marann Byrne and Pauline Willis

Using internet-based on-line assessment: A case study pp. 383-394

Sally Aisbitt and Alan Sangster

Designing and implementing a comprehensive assessment plan for a graduate accounting programme pp. 395-410

David Stout, James Borden, Melinda German and Thomas Monahan

The research assessment exercise 2001—insights and implications for accounting education research in the UK pp. 411-426

Catriona Paisey and Nicholas Paisey

Constructed gender, approach to learning and academic performance pp. 427-444

Brenda Paver and Elizabeth Gammie

The benefits of academic/practitioner collaboration pp. 445-452

Cecil Donovan

Volume 14, issue 3, 2005

Using an historical account book as a teaching tool pp. 239-269

Robert Bloom and John Solotko

Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting pp. 271-291

Beverley Jackling

Students' perceptions of work in public accounting and employment preferences pp. 293-311

Hossein Nouri, Robert Parker and Subarna Sumanta

Oral and written communication apprehension in accounting students: Curriculum impacts and impacts on academic performance pp. 313-336

Clare Gardner, Markus Milne, Carolyn Stringer and Rosalind Whiting

The ethics of instruction pp. 339-340

Ashley Burrowes, Joseph Kastantin and Milorad Novicevic

Their life in your hands pp. 341-342

William Henry

When students “hit the wall” pp. 343-345

Michael Coyne

International accounting books: Publishers' dream, authors' nightmare and educators' reality pp. 349-360

Sally Aisbitt

Volume 14, issue 2, 2005

The long road to publishing: A user-friendly expose pp. 133-168

Paul De Lange

A commentary on 'The long road to publishing: A user-friendly expose' pp. 169-172

Linda English

A commentary on 'The long road to publishing: A user-friendly expose' pp. 173-175

Ferdinand Gul

A commentary on 'The long road to publishing: a user-friendly expose' pp. 177-180

Trevor Hopper

A commentary on 'The long road to publishing: A user-friendly expose' pp. 181-184

David Stout

A commentary on: 'The long road to publishing: A user-friendly expose' pp. 185-188

Brian Wright and Mark Tippett

A commentary on: 'The long road to publishing: A user-friendly expose' pp. 189-191

Donald Wygal

A Rejoinder to the long road to publishing: A user-friendly expose pp. 193-197

Paul De Lange

The impact of training in financial modelling principles on the incidence of spreadsheet errors pp. 199-212

Ian Beaman, Erwin Waldmann and Peter Krueger

Care in the community: Professional Ethics and the paradox of pro bono pp. 213-227

Ken Mcphail

Volume 14, issue 1, 2005

Professor R. J. Chambers: A biographical note pp. 17-18

Frank Clarke, Graeme Dean and Peter Wolnizer

A commentary on Professor Chambers' 1999 paper the poverty of accounting discourse pp. 19-24

Joel Amernic

A commentary on professor Chambers' 1999 paper the poverty of accounting discourse pp. 25-27

Tom Lee

A commentary on Professor Chambers' 1999 paper the poverty of accounting discourse pp. 29-33

Richard Mattessich

A commentary on Professor Chambers' 1999 paper the poverty of accounting discourse pp. 35-38

Tony Tinker

A rejoinder to the commentaries on Professor Chambers' 1999 paper the poverty of accounting discourse pp. 39-51

Frank Clarke, Graeme Dean and Peter Wolnizer

Analysis of the complexity of writing used in accounting textbooks over the past 100 years pp. 53-74

Ronald Davidson

Job offers of multi-national accounting firms: the effects of emotional intelligence, extra-curricular activities, and academic performance pp. 75-93

Yew Ming Chia

Game play in the learning environment: who wants to be an accountant? lawyer? economist? pp. 95-101

Michelle McEacharn

The impact of TOEFL scores on placement and performance of international students in the initial graduate accounting class pp. 103-111

Joshua Krausz, Allen Schiff, Jonathan Schiff and Joan Van Hise

Obituary—Professor W.P. (Bill) Birkett (1940-2004) pp. 113-117

Rosina Mladenovic and Chris Poullaos

Implementing international education standards: The global challenges pp. 123-129

Belverd Needles