Printed from https://ideas.repec.org/s/taf/accted.html
Content
November 2024, Volume 33, Issue 6
- 767-790 Creating a gamified learning experience for the threshold concept, the time value of money
by Kayleen Wood - 791-815 Academic burnout among accounting majors: the roles of self-compassion, test anxiety, and maladaptive perfectionism
by Dann G. Fisher & Amy M. Hageman & Ashley N. West - 816-842 The impact of teacher video presence on student performance and satisfaction in undergraduate accounting courses
by Antonello Callimaci & Anne Fortin - 843-866 Enhancing students’ relational acumen capacity through a reflective self-assessment workshop on behavioural styles
by Gretha Steenkamp & Riana Goosen - 867-886 We’re only in it for the money? Developing sustainable literacy through management accounting curriculum
by Terje Berg & Hakim Lyngstadås - 887-905 A modified model of peer support in asynchronous online introductory accounting: is it effective?
by Duanping Hong & Stephanie Miller & Shannon Shumate - 906-934 Understanding accounting students’ intentions to use digital badges to showcase employability skills
by Natasja Steenkamp & Richard Fisher & Trevor Nesbit
September 2024, Volume 33, Issue 5
- 539-573 Preparing accounting students to be responsible leaders
by Taryn Miller & Gizelle Demarie Willows - 574-603 Academic and non-academic factors explaining anxiety among accounting students: evidence from the COVID-19 pandemic
by Antonello Callimaci & Anne Fortin & Gulliver Lux & Marie-Andrée Caron & Nadia Smaili - 604-620 Can an understanding of the accounting function assist with breaking stereotypes?
by Robert Marley & Mark J. Mellon & K. Doreen MacAulay - 621-648 Digital transformation for teaching management accounting: training with a simulation in an authentic professional environment
by Marina Sidorova & Tatyana Kopus & Irina Yurasova - 649-684 Accounting students’ online engagement, choice of course delivery format and their effects on academic performance
by Yuanyuan Hu & Nirmala Nath & Yanhui Zhu & Fawzi Laswad - 685-711 A pandemic era study of accounting doctoral students
by Camillo Lento & S. Wick - 712-730 Assessments in accounting: experiences and perceptions of educators during COVID-19
by E. A. J. Terblanche & I. Lubbe - 731-765 Higher education students’ perceptions of accounting online learning: the emergency context of the COVID-19 pandemic
by Adelaide Martins & Sofia Gomes & Luís Pacheco & Helena Martins
July 2024, Volume 33, Issue 4
- 339-361 The effect of using analogies to integrate system dynamics concepts in accounting education
by Luís Baptista & Isabel Lourenço & Eduardo Simões - 362-390 Impact of student-level factors and university support on completion of a master’s thesis in accounting
by Voicu D. Dragomir & Mădălina Dumitru - 391-413 Acceptance of digital game-based learning by accounting and business lecturers: empirical evidence from Indonesia based on the extended Technology Acceptance Model
by Tan Ming Kuang & Lidya Agustina & Yani Monalisa - 414-449 Fostering social skills in the Flemish secondary accounting education: perceived challenges, opportunities, and future directions
by Amelie Vanhove & Evelien Opdecam & Leen Haerens - 450-472 Learning agility quotient and work readiness of graduating accounting students: embracing the dynamics of IR4.0
by Zubir Azhar & Dayana Jalaludin & Erlane K. Ghani & Thurasamy Ramayah & Sherliza Puat Nelson - 473-496 Issues in teaching and learning accounting among students who use English as a second language
by Mohammed Abdullahi Umar & Rabiu Olowo - 497-513 Developing learning objectives for forensic accounting using bloom’s taxonomy
by Hashem Alshurafat & Merwiey Alaqrabawi & Mohannad Obeid Al Shbail - 514-537 Accounting in action – The use of podcasts in principles-level accounting courses
by Stephanie J. Rasmussen & David Rosser & Ramgopal Venkataraman
May 2024, Volume 33, Issue 3
- 237-273 Transformation of skills in the accounting field: the expectation–performance gap perceived by accounting students
by Tytti Elo & Satu Pätäri & Helena Sjögrén & Markus Mättö - 274-295 Employability and digital technology: what skills employers want from accounting workers?
by I Made Suarta & I Ketut Suwintana & I Gusti Agung Oka Sudiadnyani & Ni Putu Rita Sintadevi - 296-318 Inviting students to talk the talk: developing employability skills in accounting education through industry-led experiences
by Erin Twyford & Bonnie Amelia Dean - 319-337 An empirical analysis of the theoretical foundation of the Giving Voice to Values pedagogy
by William F. Miller & Tara J. Shawver & Steven M. Mintz
March 2024, Volume 33, Issue 2
- 131-163 PhD students’ relatedness, motivation, and well-being with multiple supervisors
by Amrinder Khosa & Carla Wilkin & Steven Burch - 164-192 Using the theory of planned behaviour to investigate Indonesian accounting educators’ pedagogical strategies in online delivery
by Bambang Sugeng & Ani Wilujeng Suryani - 193-217 Investigating the ‘when viewed’ engagement with lecture capture material of accounting students
by Richard M. Baylis & Malcolm J. Beynon - 218-236 Do accounting students always perform better online? The COVID-19 experience
by Ayman Aldahray
January 2024, Volume 33, Issue 1
- 1-26 Predicting first-year university progression using early warning signals from accounting education: A machine learning approach
by Patricia Everaert & Evelien Opdecam & Hans van der Heijden - 27-45 Professional contacts and the decision to become an auditor. An analysis using linkedIn
by Begoña Navallas & Cristina del Campo & María-del-Mar Camacho-Miñano - 46-65 Effect of high school students’ perception of accounting on their acceptance of using cloud accounting
by Satoshi Sugahara & Keita Kano & Sumitaka Ushio - 66-83 Using in-class group assignments to improve low-achieving students’ performance in an introductory accounting course
by Duanping Hong - 84-108 Threshold concepts and ESG performance: teaching accounting students reconceptualized fundamentals to drive future ESG advocacy
by Norman T. Sheehan & Kenneth A. Fox & Mark Klassen & Ganesh Vaidyanathan - 109-129 Integrating interpersonal skill development in an MBA accounting course
by Kendall Herbert & Ling Mei Cong & David Goodwin
November 2023, Volume 32, Issue 6
- 597-625 Formative assessment in accounting: student perceptions and implications of continuous assessment
by Elka Johansson & Sutharson Kanapathippillai & Arifur Khan & Steven Dellaportas - 626-645 PACE-IT: designing blended learning for accounting education in the challenging context of a global pandemic
by Orlaith Kelly & Tony Hall & Cornelia Connolly - 646-669 The impact of self-efficacy beliefs on first-year accounting students’ performance: a South African perspective
by Herman Albertus Viviers & Rikus Ruben De Villiers & Nico van der Merwe - 670-693 Serious games may shape the future of accounting education by exploring hybrid skills
by Luciano Bastos de Carvalho & José Dutra de Oliveira Neto - 694-712 The role of practical accounting projects in achieving student learning objectives
by Robert W. Stone & Lori Baker-Eveleth - 713-734 Demonstrating critical thinking in accounting: applying a competency framework
by M. Turner & M. Tyler - 735-763 The use and measurement of communication self-efficacy techniques in a UK undergraduate accounting course
by Martin Roberts & Neeta S. Shah & Dafydd Mali & Jose L. Arquero & John Joyce & Trevor Hassall
September 2023, Volume 32, Issue 5
- 1-1 Correction
by The Editors - 501-522 Integrity of assessments in challenging times
by Phil Hancock & Jac Birt & Paul De Lange & Carolyn Fowler & Marie Kavanagh & Lorena Mitrione & Michaela Rankin & Geoff Slaughter & Andrew Williams - 523-537 Assessing students’ learning during pandemic: responses to crisis period at Singapore’s higher education institutions
by Arif Perdana & Mui Kim Chu - 538-562 Business students’ learning and assessment in a COVID-19 world: empirical evidence from Finland
by Antti Miihkinen - 563-577 The use of mobile instant messaging for peer feedback in online assessments for learning
by Stephen A. Coetzee & Astrid Schmulian & Cecile Janse van Rensburg - 578-595 Rethinking accounting assessment in a COVID-19 world: application of a dialogical approach
by Olga Cam & Joan Ballantine
July 2023, Volume 32, Issue 4
- 355-381 Reflective practice and learning in accounting education
by Steven Dellaportas & Peta Stevenson-Clarke & Mahesh Joshi & Teresa De Fazio - 382-408 Measuring accounting educators’ views on the teaching–research nexus (TRN): an international comparative study
by Angus Duff & Ilse Lubbe & Phil Hancock & Neil Marriott - 409-444 Data mining: will first-year results predict the likelihood of completing subsequent units in accounting programs?
by Seedwell T. M. Sithole & Guang Ran & Paul de Lange & Meredith Tharapos & Brendan O’Connell & Nicola Beatson - 445-478 Social cognitive career theory and rural high school learners’ intentions to pursue an accounting career
by James Ako Oben & Annelien van Rooyen - 479-500 Student engagement and performance: evidence from the first wave of COVID-19 in Italy
by Stefano Azzali & Tatiana Mazza & Veronica Tibiletti
May 2023, Volume 32, Issue 3
- 249-277 Accounting graduate employability: employer perspectives on skills and attributes of international graduates
by Paul de Lange & Brendan T. O’Connell & Meredith Tharapos & Nicola Beatson & Heinrich Oosthuizen - 278-299 Integrating a foundation for the development of critical thinking skills into an introductory accounting class
by Denise Dickins & Joseph Reid - 300-331 Enhancing learning of accounting principles through experiential learning in a board game
by Carlos López-Hernández & Gloria Isabel Lizarraga-Álvarez & Manuel Soto-Pérez - 332-354 Switching to flipped classrooms – one and the same training challenged by practitioners and students
by Jörg H. Mayer & Reiner Quick & Sanjar Sayar & Jörg Siebert
March 2023, Volume 32, Issue 2
- 115-149 COVID-19 and emergency online and distance accounting courses: a student perspective of engagement and satisfaction
by Gulliver Lux & Antonello Callimaci & Marie-Andrée Caron & Anne Fortin & Nadia Smaili - 150-177 Developing accountants for the future: new technology, skills, and the role of stakeholders
by Denise Jackson & Grant Michelson & Rahat Munir - 178-200 A review of lecture capture research in business education
by Melissa A. Ling & Margaret E. Knight - 201-221 Using colour-coded digital annotation for enhanced case-based learning outcomes
by Cecilia Chiu & Robyn King & Corene Crossin - 222-247 The impact of using a mobile app on learning success in accounting education
by Johannes Voshaar & Martin Knipp & Thomas Loy & Jochen Zimmermann & Florian Johannsen
January 2023, Volume 32, Issue 1
- 1-33 What processes do academics undertake in an international teaching experience that reveal their cultural intelligence?
by Meredith Tharapos & Brendan T. O’Connell - 34-60 Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development
by Karen Mountain & Wilma Teviotdale & Jonathan Duxbury & Jenny Oldroyd - 61-89 Emotional intelligence capabilities that can improve the non-technical skills of accounting students
by M. de Bruyn - 90-113 Managing group work: the impact of peer assessment on student engagement
by Oluseyi Oluseun Adesina & Olufunbi Alaba Adesina & Ismail Adelopo & Godfred Adjappong Afrifa
November 2022, Volume 31, Issue 6
- 615-628 Accounting 101: redefining accounting for tomorrow
by Garry D. Carnegie - 629-639 ‘He who pays the piper calls the tune’: university key performance indicators post COVID-19
by Brendan T. O'Connell - 640-651 Opportunity in an uncertain future: reconceptualising accounting education for the post-COVID-19 world
by Meredith Tharapos - 652-666 Sense of belonging during a global pandemic: a case of accounting students
by Hoa Luong & Yimei Man & Frederico Botafogo & Nicola Beatson
September 2022, Volume 31, Issue 5
- 453-481 Competency Map development as an identity movement: a Canadian perspective
by Erica Pimentel & Emilio Boulianne - 482-501 The teaching hand in remote accounting education: bringing mirror neurons into the debate
by Katharina Rahnert - 502-535 (Re)constructing identity in the transnational classroom: the student perspective
by Meredith Tharapos & Brendan T. O’Connell - 536-566 Institutional pressures and responses to the introduction of integrated reporting into accounting curricula: the case of Sri Lankan universities
by Samanthi Senaratne & Nuwan Gunarathne & Roshan Herath & Dileepa Samudrage & Thilini Cooray - 567-595 Evolving flipped classroom design in a cost/management accounting module in a rural South African context
by Marné Van Niekerk & Marthinus Delport - 596-614 Putra Salamanis board game: the game of bookkeeping for fundamental financial accounting learning
by Aslam Izah Selamat & Siti Manisah Ngalim
July 2022, Volume 31, Issue 4
- 347-369 Why aren’t more minority accounting students choosing auditing? An examination of career choice and perceptions
by Josette Edwards Pelzer & Porschia Nkansa - 370-393 Strengthening the accounting pipeline through diversity: preference for Big 4 employment and intentions to change
by Amy F. Holmes & Renee Foshee & Teresa de Jesus Elizondo Montemayor - 394-430 Through students’ eyes: case study of a critical pedagogy initiative in accounting education
by Janie Bérubé & Yves Gendron - 431-451 Do Brazilian researchers in graduate accounting programs publish in English? An exploratory study
by Denize Demarche Minatti Ferreira & Monique Cristiane de Oliveira & José Alonso Borba & Fillipe Schappo
May 2022, Volume 31, Issue 3
- 243-272 Impediments and pressures to incorporate soft skills in Higher Education accounting studies
by Sofia Asonitou - 273-293 Student use of homework assistance websites
by David J. Emerson & Kenneth J. Smith - 294-321 Professional accounting body affiliation in a developing country: the case of membership attraction in Vietnam
by Frederique Bouilheres & Paul de Lange & Glennda Scully & Prem Yapa & Brendan O’Connell - 322-346 Can the introduction of a research-informed teaching intervention enhance student performance and influence perceptions?
by Dafydd Mali & Hyoung-joo Lim
March 2022, Volume 31, Issue 2
- 113-133 The quality of accounting education and the integration of the international education standards: evidence from Middle Eastern and North African countries
by Osama A. Mah’d & Ghassan H. Mardini - 134-166 Exploring the effectiveness of total quality management in accounting education: the case of Egypt
by Heba Abou-El-Sood & Waleed Ghoniem - 167-183 Advancing accounting education using LEGO® Serious Play simulation technique
by Walaa Wahid ElKelish & Rafiuddin Ahmed - 184-212 Preparing students for the workplace in developing countries: a study of accounting education in Libya
by Abdulaziz Y. S. Mosbah & Christopher J. Cowton & Julie E. Drake & Wilma W. Teviotdale - 213-241 Accounting students’ demographics and competencies: the mediating role of student engagement
by Munther Al-Nimer & Fairouz M. Mustafa
January 2022, Volume 31, Issue 1
- 1-38 The impact of collaborative learning approaches on assessment outcomes in an accounting theory class
by Randolph Nsor-Ambala - 39-66 The application of experiential learning for forensic accounting students: the Mock trial
by Jeanette K. Van Akkeren & Julie-Anne Tarr - 67-91 Enhancing accounting and finance students’ awareness of transferable skills in an integrated blended learning environment
by Antonella Russo & Liz Warren & Lorenzo Neri & Agnieszka Herdan & Karen Brickman - 92-112 Ethics and curriculum design of accounting programmes in a developing country: a qualitative insight
by Regina Mensah Onumah & Samuel Nana Yaw Simpson & Amoako Kwarteng
November 2021, Volume 30, Issue 6
- 551-577 Using peer review to develop professional competencies: an Ubuntu perspective
by Karin Barac & Marina Kirstein & Rolien Kunz - 578-600 Enhancing students’ employability skills awareness through the accounting professional body on an undergraduate accounting degree
by Usha Mistry - 601-620 Developing an evaluation tool to provide a 360-degree reflection on work-integrated learning in accounting education
by Gemma K. Lewis & Belinda Williams & Stephen Allen & Beverly Goldfarb & Kevin Lyall & Rose Kling & Peta Statham - 621-649 Exploring the impact of 4IR on skills and personal qualities for future accountants: a proposed conceptual framework for university accounting education
by Vangelis Tsiligiris & Dorothea Bowyer
September 2021, Volume 30, Issue 5
- 439-450 How language background impacts learners studying International Financial Reporting Standards: a cognitive load theory perspective
by Rosemary King & Paul Blayney & John Sweller - 451-471 Learning IFRS through MOOC: student and graduate perceptions
by Julieth E. Ospina-Delgado & María A. García-Benau & Ana Zorio-Grima - 472-494 Academic adjustments and learning experiences of government-sponsored accounting students in a foreign university
by Radiah Othman & Fawzi Laswad & Saiyidi Mat-Roni - 495-524 Employers’ perspectives of accounting graduates and their world of work: software use and ICT competencies
by Lyn Daff - 525-550 Operationalising dialogic accounting education through praxis and social and environmental accounting: exploring student perspectives
by Alex Wong & Sendirella George & Farzana Aman Tanima
July 2021, Volume 30, Issue 4
- 325-354 A critical thinking competency framework for accounting students
by E. A. J. Terblanche & B. De Clercq - 355-384 Is career guidance sending the right message about accounting work? Comparing accounting with competing professions
by Clement C. Chen & Sarah A. Garven & Keith T. Jones & Audrey N. Scarlata - 385-412 Core competencies for the global workplace: A cross-cultural and skill-based simulation project in accounting
by Husam Aldamen & Hadeel Alkhateeb & Kim Kercher & Keith Duncan & Janice Hollindale - 413-437 The effects of ethics education interventions on ethical attitudes of professional accountants: evidence from Ghana
by Regina Mensah Onumah & Samuel Nana Yaw Simpson & Amoako Kwarteng
May 2021, Volume 30, Issue 3
- 213-233 Professional scepticism and the accounting classroom
by Prerana Agrawal & Jacqueline Birt & Mark Holub & Warrick van Zyl - 234-257 Team-Based Learning in professional writing courses for accounting graduates: positive impacts on student engagement, accountability and satisfaction
by Judith Ainsworth - 258-276 Accounting ethics education and the ethical awareness of undergraduates: an experimental study
by Peace Onuwabhagbe Okougbo & Elewechi Ngozi Okike & Amos Alao - 277-303 Effect of Data mindfulness training on accounting students: results from a randomized control trial
by Jaysinha S. Shinde & Udaysinha S. Shinde & Alex Hill & Christopher Adams & Joshua Harden - 304-324 Written communication: the professional competency often neglected in auditing courses
by Diana Tien Irafahmi & P. John Williams & Rosemary Kerr
March 2021, Volume 30, Issue 2
- 107-130 Mediating effect of use perceptions on technology readiness and adoption of artificial intelligence in accounting
by Hassan Damerji & Anwar Salimi - 131-158 Teamwork in the accounting curriculum: stakeholder expectations, accounting students’ value proposition, and instructors’ guidance
by Heinrich Oosthuizen & Paul De Lange & Trevor Wilmshurst & Nicola Beatson - 159-187 Games based learning in accounting education – which dimensions are the most relevant?
by Rui Silva & Ricardo Rodrigues & Carmem Leal - 188-212 Does the changing world of professional work need a new approach to accounting education?
by Ian P. Herbert & Andrew T. Rothwell & Jane L. Glover & Stephanie A. Lambert
January 2021, Volume 30, Issue 1
- 1-21 Pivot to online in a post-COVID-19 world: critically applying BSCS 5E to enhance plagiarism awareness of accounting students
by Yolande Reyneke & Christina Cornelia Shuttleworth & Retha Gertruida Visagie - 22-41 E-learning in accounting education: the influence of students’ characteristics on their engagement and performance
by Joanna Krasodomska & Justyna Godawska - 42-62 Integrating digital pedagogies into a typical student learning lifecycle and its effect on exam performance
by Husain Coovadia & Christo Ackermann - 63-85 Embedding work-integrated learning into accounting education: the state of play and pathways to future implementation
by Denise Jackson & Stephanie Meek - 86-106 Utilizing the theory of reasoned action in understanding students’ choice in selecting accounting as major
by Emad Awadallah & Adel Elgharbawy
November 2020, Volume 29, Issue 6
- 563-571 Accounting education in the post-COVID world: looking into the Mirror of Erised
by Timothy J. Fogarty - 572-604 Perceptions of the accounting profession based on an analysis of metaphors by undergraduate accounting students
by Lucía Mellado & Laura Parte & Enrique Villanueva - 605-639 Fostering creativity in audit through co-created role-play
by Lisa Powell & Damien Lambert & Nicholas McGuigan & Ashna Prasad & Jerry Lin
September 2020, Volume 29, Issue 5
- 431-562 Insights into accounting education in a COVID-19 world
by Alan Sangster & Greg Stoner & Barbara Flood
July 2020, Volume 29, Issue 4
- 321-339 Engaging students in a fully online accounting degree: an action research study
by Marelize Malan - 340-355 Accounting graduates with both online and traditional coursework: impact on hiring decisions
by Robert L. Braun & Margaret N. Boldt & Shawn Mauldin & Chuck Viosca - 356-371 Social media is so easy to share
by Annelien Adriana van Rooyen - 372-408 A teaching concept for auditing – evaluation of the ILPA case
by Julia Baldauf & Sabine Graschitz & Claudia Müller - 409-430 From fledgling to fledged: how accountants in academia develop their research capabilities
by Hilary Lindsay
May 2020, Volume 29, Issue 3
- 229-246 The beneficial role of government accounting literacy in developing participatory citizens
by Sotirios Karatzimas - 247-262 An experimental study of cooperative learning in advanced financial accounting courses
by Tara J. Shawver - 263-290 Fun while it lasted: Executive MBA student perceptions of the value of academic research
by Basil P. Tucker & Glennda Scully - 291-304 Cross-cultural comparison of ethical reasoning of students in China and the United States
by Trish Driskill & Robert Rankin - 305-320 Apprehension felt towards delivering oral presentations: a case study of accountancy students
by Christopher Ireland
March 2020, Volume 29, Issue 2
- 109-136 Patterns underlying required competencies for CPA professionals: a content and cluster analysis of job ads
by Sylvestre Uwizeyemungu & Jacques Bertrand & Placide Poba-Nzaou - 137-152 Incorporating Nearpod in undergraduate financial accounting classes in Egypt
by Nermeen Shehata & Caroline Mitry & Maha Shawki & Moataz El-Helaly - 153-176 Business students’ perceptions of faculty attributes: a two-country cross-cultural comparison
by Amine Khayati & Donald L. Ariail - 177-204 Perceptions of the usefulness of various teaching methods in forensic accounting education
by Hashem Alshurafat & Claire Beattie & Gregory Jones & John Sands - 205-228 Accountancy learning skills and student performance in accounting education: evidence from the South African context
by Elmarie Papageorgiou & Chris William Callaghan
January 2020, Volume 29, Issue 1
- 1-31 Developing accountants: from novice to expert
by Brid Murphy & Trevor Hassall - 32-56 Impact of exam type on exam scores, anxiety, and knowledge retention in a cost and management accounting course
by Randolph Nsor-Ambala - 57-76 The soft skills of accounting graduates: perceptions versus expectations
by Valentina Dolce & Federica Emanuel & Maurizio Cisi & Chiara Ghislieri - 77-108 Resilience as a coping strategy for reducing departure intentions of accounting students
by Kenneth J. Smith & Timothy D. Haight & David J. Emerson & Shawn Mauldin & Bob G. Wood
November 2019, Volume 28, Issue 6
- 1-1 Correction
by The Editors - 553-581 Determinants of academic performance of accounting students in Ghanaian secondary and tertiary education institutions
by Gabriel Sam Ahinful & Venancio Tauringana & Ernest Amoaful Bansah & Dominic Essuman - 582-596 The syntax of the accounting language: a first step
by Frederico Botafogo - 597-620 Incorporating XBRL topics into the accounting curriculum: empirical evidence from Indonesia
by Stepani Sisca Wulandari & Syaiful Ali - 621-641 An alternate state in mind: the effect of CPA exam credit-hour requirements and economic competitiveness on state-level exam candidate pools and pass rates
by Greg Gaynor & Phil Korb & Dan Gerlowski & Ting Zhang
September 2019, Volume 28, Issue 5
- 1-1 Correction
by The Editors - 445-464 Information technology in the British and Irish undergraduate accounting degrees
by Amr Kotb & Magdy Abdel-Kader & Amir Allam & Hussein Halabi & Ellie Franklin - 465-483 Accounting students access to social media related resources and the risk of tacit social exclusion
by Stephen A. Coetzee & Karin Leith & Astrid Schmulian - 484-507 Play it again: how game-based learning improves flow in Accounting and Marketing education
by Rui Silva & Ricardo Rodrigues & Carmem Leal - 508-531 Social mobility via elite placements: working class graduates in elite accounting and banking firms
by Ian Crawford & Zhiqi Wang - 532-552 The Sheldon effect: fixed mindset does not always mean fragile confidence
by Nicola J. Beatson & David A. G. Berg & Jeffrey K. Smith
July 2019, Volume 28, Issue 4
- 333-352 Flipped v’s traditional teaching perspectives in a first year accounting unit: an action research study
by Belinda Williams & Claire Horner & Stephen Allen - 353-383 Accounting students’ choice of blended learning format and its impact on performance and satisfaction
by Anne Fortin & Chantal Viger & Manon Deslandes & Antonello Callimaci & Pierre Desforges - 384-400 Incorporating financial literacy into the accounting curriculum
by K. C. Rakow - 401-425 Factors influencing plagiarism by accounting lecturers
by Ari Santoso & Fitra Roman Cahaya - 426-443 Ethics matters: the integration of ethical considerations in management accounting textbooks
by Berend van der Kolk
May 2019, Volume 28, Issue 3
- 221-238 Perceptions of the benefits of the A3 planner in facilitating project-based learning in accounting education
by Jing Wang & Vangelis Tsiligiris & Robert Hartley - 239-273 Choice-based learning: lecture-based or team learning?
by Evelien Opdecam & Patricia Everaert - 274-303 Taking the pulse of accounting education reform: liberal education, sociological perspectives, and exploring ways forward
by Gordon Boyce & Venkateshwaran Narayanan & Susan Greer & Bill Blair - 304-332 An investigation into the development of non-technical skills by undergraduate accounting programmes
by Shonagh Douglas & Elizabeth Gammie
March 2019, Volume 28, Issue 2
- 119-126 RMIT accounting educators’ conference: 2016 ‘accounting education what it is, and what it is not’
by Steven Dellaportas - 127-148 How does contact with accountants influence perceptions of accounting?
by Paul K. Wells - 149-171 The effect of language proficiency on approaches to learning and satisfaction of undergraduate accounting students
by Belete J. Bobe & Barry J. Cooper - 172-194 Pragmatic postmodernism and engagement through the culture of continuous creativity
by Frances Miley & Andrew Read - 195-219 Implementing team-based learning (TBL) in accounting courses
by Jacqueline Christensen & Jennifer L. Harrison & Janice Hollindale & Kayleen Wood
January 2019, Volume 28, Issue 1
- 1-24 Work-Integrated Learning in accountancy at Australian universities – forms, future role and challenges
by Trevor Stanley & Jia Xu - 25-48 An analysis of teaching strategies designed to improve written communication skills
by Amy F. Holmes & Shage Zhang & Benjamin Harris - 49-68 Designing a bridge program for internationally educated accountants in an era of resource constraints
by Janet Morrill - 69-99 Assessing the use of computer-based assessment-feedback in teaching digital accountants
by Akrum Helfaya - 100-118 Factors affecting classroom participation and how participation leads to a better learning
by Elena Precourt & Maryella Gainor
November 2018, Volume 27, Issue 6
- 549-551 Visual metaphor and visual tools in accounting education
by Pru Marriott & Nicholas McGuigan - 552-569 Digital storytelling and visual metaphor in lectures: a study of student engagement
by Murray Taylor & Mauricio Marrone & Mark Tayar & Beate Mueller - 570-589 Accounting students perceptions of using visual metaphor as part of personal development planning: an exploratory case study
by Julia Osgerby & Pru Marriott & Maria Gee - 590-612 Visualising accounting concepts: insights from Cognitive Load Theory for English as a Second Language students
by Monte Wynder - 613-631 Instructional strategies and students’ performance in accounting: an evaluation of those strategies and the role of gender
by Seedwell T. M. Sithole
September 2018, Volume 27, Issue 5
- 453-455 Accounting education in Africa
by Ilse Lubbe & Stephen Coetzee - 456-478 Parental style and gendered student performance in the South African context of accounting studies
by Elmarie Papageorgiou & Chris William Callaghan - 479-494 The impact of an integrated assessment on the critical thinking skills of first-year university students
by Melanie Cloete - 495-512 Inclusive accountancy programmes in South African higher education: a revised teaching approach
by Lourens J. Erasmus & Houdini Fourie - 513-530 Innovators to laggards – how South African students adopted and perceived technologically enhanced learning
by Bernice Beukes & Marina Kirstein & Rolien Kunz & Lynette Nagel - 531-546 Web conferencing-based tutorials: student perceptions thereof and the effect on academic performance in accounting education
by Stephen A. Coetzee & Astrid Schmulian & Rholé Coetzee - 547-547 Accounting education in the Middle East and North Africa (MENA)
by The Editors
July 2018, Volume 27, Issue 4
- 333-357 Educating digital natives for the future: accounting educators’ evaluation of the accounting curriculum
by Khaldoon Al-Htaybat & Larissa von Alberti-Alhtaybat & Zaidoon Alhatabat - 358-382 The life of an accounting information systems research course
by Ivo De Loo & Jan Bots - 383-402 The use of short role-plays for an ethics intervention in university auditing courses
by Ross Taplin & Abhijeet Singh & Rosemary Kerr & Alina Lee - 403-432 Professional skills required of accountants: what do job advertisements tell us?
by Lin Mei Tan & Fawzi Laswad - 433-451 Influence of the attitudes of Emirati students on their choice of accounting as a profession
by Hadal Hammour
May 2018, Volume 27, Issue 3
- 223-233 Seven disagreements about cooperative learning
by Evelien Opdecam & Patricia Everaert - 234-258 Audit workplace simulations as a methodology to increase undergraduates’ awareness of competences
by Rafael Bautista-Mesa & Horacio Molina Sánchez & Jesús Nicolás Ramírez Sobrino - 259-285 Students’ perceptions of peer assessment effectiveness: an explorative study
by Bhavani Sridharan & Mohammad Badrul Muttakin & Dessalegn Getie Mihret - 286-308 Cooperative learning outcomes from cumulative experiences of group work: differences in student perceptions
by Margaret Healy & John Doran & Maeve McCutcheon - 309-332 Effects of team-skills guidance on accounting students with lone wolf tendencies
by Jean Lin Seow & Premila Gowri Shankar
March 2018, Volume 27, Issue 2
- 121-159 Development and application of assessment standards to advanced written assignments
by Antti Miihkinen & Tuija Virtanen - 160-182 UK PhD assessment in accounting and finance: social capital in action
by Sarah Jane Smith & Vivien Urquhart