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Accounting practice, whether in business or government, is more dynamic, more complex, and addresses a wider array of issues than it did as little as five years ago. Significant and rapid social, political, technological and economic changes are taking place in the world economy and it is increasingly recognised that accountants in all countries play a key role in the process of economic development. Accounting education is undergoing a thorough review on a worldwide basis and major developments are taking place to produce quality accounting education that can keep pace with dramatic world change. This book provides an up-to-date view of the state of accounting education throughout the world and focusses on the global challenges facing accounting education as we approch the millenium.
It is widely accepted that the key to rising incomes for workers, for investors, and (indirectly) for welfare recipients is innovation. New ideas provide opportunities for investment in new products, new processes, and new markets. Exploitation of these opportunities by intrapreneurs and entrepreneurs gives rise to increases in labor productivity, which in turn lead to higher primary incomes for workers and investors and, via government redistributive mechanisms, larger transfers to welfare recipients. Since technology is the driver of innovation and the key to the subsequent economic and distributional benefits of this innovation, there is a need for researchers and businesspersons to have access to up-to-date information on emerging technologies and the business opportunities they provide. Technological Breakthroughs and Future Business Opportunities in Education, Health, and Outer Space discusses the economic, social, and cultural benefits that new technologies can provide in multidisciplinary industries with a unique emphasis on looking towards the impacts of these technologies across the next two decades. Within this theme, the book discusses the recent trends, future developments, and business opportunities surrounding new technologies including information technology and biotechnology. Additionally, the book investigates recent demands and disruptions in the health and education sectors as well as recent developments and forthcoming opportunities in the outer space sector and how newer technologies can enable and meet the growing demands of these industries. While covering all these technologies and their applications, this book is an ideal reference work for entrepreneurs and intrapreneurs, teachers, technologists, analysts, IT specialists, engineers, policymakers, medical professionals, government officials, space agencies, financial planners, public officials, and researchers and students working in areas that include but are not limited to technology, education, public health, medicine, business and management, aeronautics, and public policy.
Explains how faculty members can improve their teaching methods or how accounting units can improve their curricula/programs.
Advances in Accounting Education features 13 papers surrounding four themes: curriculum and pedagogical innovations, faculty reflections on teaching accounting during the COVID-19 pandemic, research on passing professional exams in accounting, and historical underpinnings and the choice of taxation as an area of specialization.
Advances in Accounting Education: Teaching and Curriculum Innovations investigates how teaching methods or curricula/programs in accounting can be improved. Volume 15 includes papers examining communication apprehension, self-directed learning in managerial accounting courses, and a section on integrating accounting with other business disciplines.
Many enquiries into the state of accounting education/training, undertaken in several countries over the past 40 years, have warned that it must change if it is to be made more relevant to students, to the accounting profession, and to stakeholders in the wider community. This book’s over-riding aim is to provide a comprehensive and authoritative source of reference which defines the domain of accounting education/training, and which provides a critical overview of the state of this domain (including emerging and cutting edge issues) as a foundation for facilitating improved accounting education/training scholarship and research in order to enhance the educational base of accounting practice. The Routledge Companion to Accounting Education highlights the key drivers of change - whether in the field of practice on the one hand (e.g. increased regulation, globalisation, risk, and complexity), or from developments in the academy on the other (e.g. pressures to embed technology within the classroom, or to meet accreditation criteria) on the other. Thirty chapters, written by leading scholars from around the world, are grouped into seven themed sections which focus on different facets of their respective themes – including student, curriculum, pedagogic, and assessment considerations.
This is the first work of its kind. Original contributions from leading academicians, practitioners and accounting associations from around the world make this handbook a unique source of information on international accounting education and certification processes. A uniform format in most of the chapters allows for easy comparison between countries. This volume documents the development of accounting education and practice at country and global levels; studies the sensitivity of accounting education and practices to the unique socio-economic needs of its environment; and allows comparative studies at a time when attempts have begun to harmonize accounting education internationally. Most importantly, it shows how educational programmes around the world are preparing future accounting professionals to deal with the rapid technological and environmental changes of the 21st century.
Accounting sustainably involves accounting for and to the natural environment, and accounting for and to society, including groups currently oppressed or disadvantaged by unsustainable processes and practices. This book creates a compelling case for the inclusion of sustainability at the heart of accounting educational programmes, offering critical lessons and identifying risks to avoid when designing accounting programmes and courses. Accounting sustainability has moved from the side-lines of policy discourses, accounting institutions, professional accounting practices, and research activities into the mainstream. The chapters in this proposed book engage in a critical dialogue to facilitate change in accounting education for sustainability. They dispel the myth that accounting for sustainability is an oxymoron, bad for business, unrelated to practice, or contrary to professional accounting bodies’ accreditation requirements. This book was originally published as a special issue of Accounting Education.
An annual prize is awarded for the best paper appearing in Accounting Education: an international journal, and this book contains the prize-winning papers for every year from 1992 to 2012. The journal’s primary mission since the first issue was published in March 1992 has been to enhance the educational base of accounting practice, and all the papers in this book relate to that mission. These papers, reporting on research studies undertaken by accounting education scholars from around the world, build on research findings from the broader domain of education scholarship and embrace a wide array of topics – including: curriculum development, pedagogic innovation, improving the quality of learning, and assessing learning outcomes. Of particular interest are three themes, each of which runs through several of the papers: students’ approaches to learning and learning style preferences; ethics and moral intensity; and innovation within the accounting curriculum. Accounting educators will find many ideas in the book to help them in enriching their work, and accounting education researchers will be able to identify many points of departure for extending the studies on which the papers report – whether comparatively or longitudinally. This book is a compilation of papers originally published in Accounting Education: an international journal.
Over many decades the global development of professional accounting education programmes has been undertaken by higher education institutions, professional accounting bodies, and employers. These institutions have sometimes co-operated and sometimes been in conflict over the education and/or training of future accounting professionals. These ongoing problems of linkage and closure between academic accounting education and professional training have new currency because of pressures from students and employers to move accounting preparation onto a more efficient, economic and practical basis. The Interface of Accounting Education and Professional Training explores current elements of the interface between the academic education and professional training of accountants in Australia, New Zealand, South Africa and the UK. It argues for a reassessment of the considerations and requirements for developing professional accounting programs which can make a student: capable of being an accountant (the academy); ready to be an accountant (the workplace); and professional in being an accountant (the professional bodies). This book was originally published as a special issue of Accounting Education: An International Journal.