Accounting Education: A Review of the Changes That Have Occurred in the Last Five Years
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Book preview
Accounting Education - Dr. Gail Hartsfield
Copyright © 2017 by Dr. Gail Hartsfield.
ISBN: Softcover 978-1-5434-1525-4
eBook 978-1-5434-1526-1
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.
Any people depicted in stock imagery provided by Thinkstock are models, and such images are being used for illustrative purposes only.
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Rev. date: 04/24/2017
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TABLE OF CONTENTS
CHAPTER ONE
Background of the Problem
Purpose of the Study
Research Questions
Definition of Terms
Significance of the Study
CHAPTER TWO: LITERATURE REVIEW
Rationale of the Research
Historical Background of Accounting Education
Recent Developments in Accounting Education
Learning Methods
Self-Regulated Learning
Problem-Based Learning
Instructional Teaching Mode
Revised Standards on International Professional Development
Effectiveness of Accounting Education
Summary
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Selection of the Subjects
Instrumentation
Questionnaires
Assumptions of the Study
Limitations of the Study
Delimitations of the Study
Validity and Reliability
Construct Validity
Reliability
Procedures
Data Processing and Analysis
Summary
CHAPTER FOUR: FINDINGS
Restatement of the Purpose
Research Question 1: Accounting Educators
Research Question 2: Accounting Graduates
CHAPTER FIVE: DISCUSSIONS, CONCLUSIONS, AND RECOMMENDATIONS
Discussion
Conclusions
Major Question Related to Purpose
Major Question Related to Purpose
Implications for Practice
Implications for Research
Recommendations
REFERENCES
APPENDICES
Appendix A: Invitation to Participate
Appendix B: Consent Form
CHAPTER ONE
Several financial scandals, including those in business entities such as Enron and WorldCom, started the enactment of the Sarbanes-Oxley Act (SOX) of 2002 (Guyette, 2008). Certified public accountants (CPA) are required, since then, to maintain the mandatory critical-thinking and problem-solving abilities for the assessment of the information necessary for financial statements (Lightweis, 2011). Furthermore, it is the duty of CPA firms to learn and follow the regulation of SOX.
Reviewers have defined that breaks occur between the abilities of accounting students entering into the universe of industry and trade after completion of school and what the business industry and trade wants. The requests of business inquiries are not being settled as the final details of college education are not adequate to meet the requirement of today’s industry and trade transactions. Issues regarding the accounting profession has been asserted for the institutions of scholastic education as well (Lightweis, 2011).
Accounting learning is looked at by several expert accountants and corporations as being obsolete or not related to business (Albrecht & Sack, 2000). Because expert accountants offer important financial evidence that is necessary to an entity’s results, accounting students must learn strong oral abilities to transmit the details with confidence to the entity’s executive board (Sharifi, McCombs, Fraser, & McCabe, 2009). Deficients in accounting learning have been shown as details of learning methods, practical background obtained, and learning issues. Bisman (2011) noted affairs about bad perception of teaching and educational procedures in the accounting area and reflected that inadequate can also be seen in the usual skills of accounting students (Bisman, 2011).
Background of the Problem
Reviewers have maintained that the teaching and learning modes employed at some universities do not cherish the expert abilities that scholars need to contribute to businesses to guarantee continuous careers (Sharifi, McCombs, Fraser, & McCabe, 2009). The reviewers also felt that instructional and educational methods did not permit growth or increase of expert abilities that could make the students marketable, supporting participants to companies at the start of their career (Lightweis, 2011).
Additionally in dispute is whether educators have a knowledge of the determinants connected to and the relationships among, the schooling acquired at the undergraduate level by accounting students and the understanding of accomplishments by their current managers. Guyette, (2008) and Jonick (1998) stated that frequently, accounting classes are taught by instruction and speaking. This suggests an interest for both accounting educational and the accounting occupation. Blayney and Freeman (2008) proposed that many educational resources could be used to further advance educational practices. Professors, they maintained, should teach accounting using techniques that provide conflicting circumstances that model events in the corporate arena. The inquires of the accounting occupation are learned through realistic demands of the world. Possibly, if the factors and relationships in the midst of the schooling acquired at the undergraduate level for accounting students and the viewpoint of performance by their present managers, which contribute to continued occupation, were understood better, the problem might be easier to solve.
The main point of the advanced review will be to analyze persons’ backgrounds of professors, alumnus and accounting students whereby to comprehend the difficulties that occur among scholastic abilities that managers insist upon from potential accountants and the actual scholastic abilities students acquire. Much of the information to be looked at is the outcome of changes in the corporate arena on accounting learning and on procedures of learning and the opinions of students majoring in accounting, in order to guarantee the successful continuation of accounting learning. Past analysis on the significance of the