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Content
March 2018, Volume 27, Issue 2
- 183-207 Teaching effectiveness of non-native English-speaking teachers in business disciplines: intercultural communication apprehension and ethnocentrism
by Nadana Abayadeera & Dessalegn Getie Mihret & Jayasinghe Hewa Dulige - 208-222 Building a market simulation to teach business process analysis: effects of realism on engaged learning
by Jacob Peng & Ira Abdullah
January 2018, Volume 27, Issue 1
- 1-26 Sex role socialization and perceptions of student academic dishonesty by male and female accounting faculty
by Camillo Lento & Naqi Sayed & Merridee Bujaki - 27-47 Can incentives mitigate student overconfidence at grade forecasts?
by Dennis Caplan & Kristian G. Mortenson & Marisa Lester - 48-71 Factors affecting success in the professional entry exam for accountants in Brazil
by Lúcia Lima Rodrigues & Carlos Pinho & Maria Clara Bugarim & Russell Craig & Diego Machado - 72-93 Students’ perceptions of their first accounting class: implications for instructors
by Jean Ingersoll Abbott & Barry R. Palatnik - 94-120 Positioning of emotional intelligence skills within the overall skillset of practice-based accountants: employer and graduate requirements
by Peggy Coady & Seán Byrne & John Casey
November 2017, Volume 26, Issue 5-6
- 1-1 Editorial Board
by The Editors - 411-413 Accounting education – dedicated edition
by Pru Marriott - 414-430 Enlightenment through engagement? The potential contribution of greater engagement between researchers and practitioners
by Rob Jones - 431-458 An evaluation of competency development in accounting trainees
by Caroline Chaffer & Jill Webb - 459-481 Graduates’ vocational skills for the management accountancy profession: exploring the accounting education expectation-performance gap
by Douglas Howcroft - 482-500 Professional competence and continuing professional development in accounting: professional practice vs. non-practice
by Brid Murphy - 501-521 Accounting academics’ perceptions of the effect of accreditation on UK accounting degrees
by Peter Ellington & Amanda Williams - 522-552 Insights into learning profiles and learning outcomes within introductory accounting
by Cláudia Teixeira & Delfina Gomes - 553-575 Learning groups: the effects of group diversity on the quality of group reflection
by Ismail Adelopo & Joseph Asante & Eleanor Dart & Ibrahim Rufai - 576-598 The impediments to the change to UK university accounting education, a comparison to the USA pathways commission
by Peter Ellington
July 2017, Volume 26, Issue 4
- 291-315 The effect of accounting question response formats on student performance
by Christine Jonick & Jennifer Schneider & Daniel Boylan - 316-334 Impact of group exams in a graduate intermediate accounting class
by Darlene Bay & Parunchana Pacharn - 335-357 Teaching auditing using cases in an online learning environment: the role of ePortfolio assessment
by Dessalegn Getie Mihret & Nadana Abayadeera & Kim Watty & Jade McKay - 358-376 Meeting threshold learning standards through self-management in group oral presentations: observations on accounting postgraduate students
by Elvia R. Shauki & Helen Benzie - 377-391 Listening to student views on the transition from work placement to the final year
by Pamela Anderson & Yvonne Novakovic - 392-409 Awareness of the public versus private accounting divide, and its impact on the career path preference of accounting students
by H. Anthony Crossman
May 2017, Volume 26, Issue 3
- 191-212 The context-specific conceptions of learning in case-based accounting assignments, students’ characteristics and performance
by Sinikka Moilanen - 213-241 Students’ conceptions of learning in the context of an accounting degree
by Subhash Abhayawansa & Mark Bowden & Soma Pillay - 242-264 Widening participation and contextual entry policy in accounting and finance
by N. Rowbottom - 265-290 Governance and compliance in accounting education in Vietnam – case of a public university
by Binh Bui & Hien Hoang & Duc P. T. Phan & P. W. Senarath Yapa
March 2017, Volume 26, Issue 2
- 109-126 Social cognitive career theory and the goal of becoming a certified public accountant
by Jerry Schoenfeld & Gerry Segal & Dan Borgia - 127-143 Beyond the mechanics of spreadsheets: using design instruction to address spreadsheet errors
by Kent N. Schneider & Lana L. Becker & Gary G. Berg - 144-165 Monetary valuations of university course delivery: the case for face-to-face learning activities in accounting education
by Ross Taplin & Rosy Kerr & Alistair Brown - 166-190 Figuratively speaking: analogies in the accounting classroom
by Basil P. Tucker
January 2017, Volume 26, Issue 1
- 1-1 Editorial
by Alan Sangster - 3-27 Accounting Community of Practice pedagogy: a course management invention for developing personal competencies in accounting education
by Sandria S. Stephenson - 28-53 A case study of group processes and student evaluation of teaching
by Kristian G. Mortenson & Richard S. Sathe - 54-77 CPA credential perceptions: a case study of Hispanic accountants
by Helen G. Gabre & Dale L. Flesher & Frank Ross - 78-107 The relationship between motivation, learning approaches, academic performance and time spent
by Patricia Everaert & Evelien Opdecam & Sophie Maussen
November 2016, Volume 25, Issue 6
- 1-1 Editorial Board
by The Editors - 519-533 The relation of student engagement and other admission metrics to Master of Accounting student performance
by Frank Buckless & Kathy Krawczyk - 534-567 Use of social media by university accounting students and its impact on learning outcomes
by Tehmina Khan & Michael Kend & Susan Robertson - 568-597 Ranking accounting authors and departments in accounting education: different methodologies – significantly different results
by Richard A. Bernardi & Kimberly A. Zamojcin & Taylor L. Delande - 598-651 Digital game-based learning in accounting and business education
by Jordi Carenys & Soledad Moya - 652-656 Awards
by The Editors
September 2016, Volume 25, Issue 5
- 437-478 Nontraditional student withdrawal from undergraduate accounting programmes: a holistic perspective
by Anne Fortin & Louise Sauvé & Chantal Viger & France Landry - 479-501 Representation of knowledge on some management accounting techniques in textbooks
by Alena Golyagina & Danielius Valuckas - 502-518 Counting the cost, reconciling the benefits: understanding employer investment in Higher Apprenticeships in accounting
by Lynn Gambin & Terence Hogarth
July 2016, Volume 25, Issue 4
- 287-290 Thoughts from the IAAER’s 12th World Congress of Accounting Educators and Researchers
by Greg Stoner & Themin Suwardy - 291-305 Do accounting students believe in self-assessment?
by Tanya Hill - 306-326 Differences in students’ reading comprehension of international financial reporting standards: a South African case
by Stephen A. Coetzee & Cecile Janse van Rensburg & Astrid Schmulian - 327-348 Ethical perceptions of accounting students in a Portuguese university: the influence of individual factors and personal traits
by Alberto J. Costa & Margarida M. Pinheiro & Mariana S. Ribeiro - 349-367 The expectation performance gap in accounting education: a review of generic skills development in UK accounting degrees
by Jill Webb & Caroline Chaffer - 368-395 Business simulation as an active learning activity for developing soft skills
by Yves Levant & Michel Coulmont & Raluca Sandu - 396-413 Mutual calculations in creating accounting models: a demonstration of the power of matrix mathematics in accounting education
by Anna Vysotskaya & Oleg Kolvakh & Greg Stoner - 414-435 : a missing connection between the theory and academic syllabi
by Roberto Aprile & Mario Nicoliello
June 2016, Volume 25, Issue 3
- 203-222 Preparing underprepared students for higher education and beyond: the development and implementation of an integrated project
by Avika Mungal & Melanie Cloete - 223-238 Is international accounting education delivering pedagogical value?
by Chris Patel & Brian Millanta & Dale Tweedie - 239-255 The written communication skills that matter most for accountants
by Tracey J. Riley & Kathleen A. Simons - 256-271 Student perceptions on using guided reading questions to motivate student reading in the flipped classroom
by Charles A. Brown & Kreag Danvers & David T. Doran - 272-286 The impact of unstructured case studies on surface learners: a study of second-year accounting students
by Kate Wynn-Williams & Nicola Beatson & Cameron Anderson
April 2016, Volume 25, Issue 2
- 107-123 The probability evaluation game: an instrument to highlight the skill of reflexive listening
by Clare Butler - 124-138 The relationship between accounting students’ personality, professional skepticism and anticipatory socialization
by Magdy S. Farag & Rafik Z. Elias - 139-166 Excel in the accounting curriculum: perceptions from accounting professors
by Usha Ramachandran Rackliffe & Linda Ragland - 167-184 Dominant personality types in public accounting: selection bias or indoctrinated?
by Hughlene Burton & Brian Daugherty & Denise Dickins & Dan Schisler - 185-202 Integrating enterprise resource planning (SAP) in the accounting curriculum: a systematic literature review and case study
by Yvette Blount & Babak Abedin & Savanid Vatanasakdakul & Seyedezahra Erfani
February 2016, Volume 25, Issue 1
- 1-13 More than ‘continuing professional development’: a proposed new learning framework for professional accountants
by Hilary Lindsay - 14-34 An integrated academic literacy approach to improving students’ understanding of plagiarism in an accounting course
by Lisa Powell & Nishani Singh - 35-56 Achieving globalization of AACSB accounting programs with faculty-led study abroad education
by Heidi Hylton Meier & Deborah Drummond Smith - 57-87 Understanding accounting as a career: an immersion work experience for students making career decisions
by Dianne McGrath & Daniel Murphy - 88-106 What actions can be taken to increase whistle-blowing in the classroom?
by Richard A. Bernardi & Alexandra C. Landry & Erynne E. Landry & Mitchell R. Buonafede & Marissa E. Berardi
December 2015, Volume 24, Issue 6
- 461-479 New Zealand High School Students' Perception of Accounting: How and Why Those Perceptions Were Formed
by Paul K. Wells - 480-497 Experiential Learning - A Case Study of the Use of Computerised Stock Market Trading Simulation in Finance Education
by Pru Marriott & Siew Min Tan & Neil Marriott - 498-513 Relationships between Vocational Interests and Learning Approaches to Advance the Quality of Student Learning in Accounting
by Tracey McDowall & Beverley Jackling & Riccardo Natoli - 514-538 How do Professional Financial Services Firms Understand their Skill Needs and Organise their Recruitment Practices?
by Neil Parry & Beverley Jackling - 539-554 Australian Rural Accountants' Views on How Locally Provided CPD Compares with City-based Provision
by Abdel K. Halabi - 555-558 Reflections on Teaching Financial Statement Analysis
by Gary Entwistle - 559-563 A Compass for Teaching Enterprise Governance
by Terje Berg - 564-568 Improving Student Engagement Through Consultation
by Sinéad M. Gallagher - 569-572 What Is Missing? Rethinking Student Absences
by Belinda Luke
October 2015, Volume 24, Issue 5
- 361-382 Factors Influencing the Presence of Ethics and CSR Stand-alone Courses in the Accounting Masters Curricula: An International Study
by Manuel Larrán Jorge & Francisco Javier Andrades Peña & María José Muriel de los Reyes - 383-402 Academic Performance in Introductory Accounting: Do Learning Styles Matter?
by Lin Mei Tan & Fawzi Laswad - 403-422 Employers' Perceptions of Information Technology Competency Requirements for Management Accounting Graduates
by Gary Spraakman & Winifred O'Grady & Davood Askarany & Chris Akroyd - 423-444 The Impact of Accounting Education Research
by Alan Sangster & Tim Fogarty & Greg Stoner & Neil Marriott
August 2015, Volume 24, Issue 4
- 275-290 Improving Ethical Attitudes or Simply Teaching Ethical Codes? The Reality of Accounting Ethics Education
by Robyn Ann Cameron & Conor O'Leary - 291-317 Does Lecture Capturing Impact Student Performance and Attendance in an Introductory Accounting Course?
by Husam Aldamen & Rajab Al-Esmail & Janice Hollindale - 318-340 Chinese Students' Perceptions of the Teaching in an Australian Accounting Programme - An Exploratory Study
by Grace Wong & Barry J. Cooper & Steven Dellaportas - 341-359 Understanding the Intentions of Accounting Students in China to Pursue Certified Public Accountant Designation
by Lei Wen & Qian Hao & Danlu Bu
June 2015, Volume 24, Issue 3
- 175-186 You Cannot Judge a Book by Its Cover: The Problems with Journal Rankings
by Alan Sangster - 187-207 The Impact of Journal Rankings on Australasian Accounting Education Scholarship - A Personal View
by Nicholas McGuigan - 208-232 Performance-based Incentives and the Behavior of Accounting Academics: Responding to Changes
by Soledad Moya & Diego Prior & Gonzalo Rodríguez-Pírez - 233-255 Journal Rankings, Collaborative Research and Publication Strategies: Evidence from China
by Simon Hussain & Lana Liu & Yue Wang & Lingyan Zuo - 256-273 Exploring the Role of Symbolic Legitimation in Voluntary Journal List Adoption
by Louella Moore
April 2015, Volume 24, Issue 2
- 75-101 Helping Disadvantaged Students: Findings from the Thuthuka Programme
by Karin Barac - 102-122 Customized Assessment Group Initiative: A Complementary Approach to Students' Learning
by Akinloye Akindayomi - 123-145 Introductory Accounting Students' Motives, Expectations and Preparedness for Higher Education: Some Portuguese Evidence
by Cl�udia Teixeira & Delfina Gomes & Janete Borges - 146-151 PowerPoint and Concept Maps: A Great Double Act
by Jon Simon - 152-174 Achievement Goal Theory: The Relationship of Accounting Students' Goal Orientations with Self-efficacy, Anxiety, and Achievement
by Richard B. Dull & Lydia L. F. Schleifer & Jeffrey J. McMillan
February 2015, Volume 24, Issue 1
- 1-26 A Simulation-Based Approach for Teaching the Systems Perspective of Strategic Performance Management
by Carlos Capelo & Ana Lopes & Ana Mata - 27-40 Using Group Work to Develop Intercultural Skills in the Accounting Curriculum in Australia
by Anne Daly & Simon Hoy & Mark Hughes & Jesmin Islam & Anita S. Mak - 41-56 Continuing Professional Development in the Accounting Profession: Practices and Perceptions from the Asia Pacific Region
by Paul De Lange & Beverley Jackling & Themin Suwardy - 57-73 Regression Analysis: Instructional Resource for Cost/Managerial Accounting
by David E. Stout
December 2014, Volume 23, Issue 6
- 507-526 Understanding Factors Leading to Participation in Supplemental Instruction Programs in Introductory Accounting Courses
by James Goldstein & Paul Sauer & Joseph O'Donnell - 527-541 Bridging the Gap: Engaging in Scholarship with Accountancy Employers to Enhance Understanding of Skills Development and Employability
by Rob Jones - 542-561 Assessment in Higher Education: The Potential for a Community of Practice to Improve Inter-marker Reliability
by Ian P. Herbert & John Joyce & Trevor Hassall - 562-581 Challenges Facing Professional Accounting Education in a Commercialised Education Sector
by Christine Yap & Suzanne Ryan & Jackie Yong - 582-594 The Goal Project: A Group Assignment to Encourage Creative Thinking, Leadership Abilities and Communication Skills
by Patricia Lee Huff
October 2014, Volume 23, Issue 5
- 407-423 Measuring the Academic Self-Efficacy of First-year Accounting Students
by Marann Byrne & Barbara Flood & Julie Griffin - 424-442 Formative Feedback through Summative Tutorial-based Assessments: The Relationship to Student Performance
by Luckmika Perera & Hoa Nguyen & Kim Watty - 443-466 Student Workload and Assessment: Strategies to Manage Expectations and Inform Curriculum Development
by Glennda Scully & Rosemary Kerr - 467-482 Student Views on Assessment Activities: Perspectives from their Experience on an Undergraduate Programme
by Margaret Healy & Maeve McCutcheon & John Doran - 483-501 On Double-Entry Bookkeeping: The Mathematical Treatment
by David Ellerman - 502-505 Sharing Stories among Teachers
by Rachael Hains-Wesson & Lisa Curran
August 2014, Volume 23, Issue 4
- 295-321 Harnessing Facebook for Student Engagement in Accounting Education: Guiding Principles for Accounting Students and Educators
by Gerard Stone & Brenton Andrew Fiedler & Chris Kandunias - 322-342 Drivers of Teaching Effectiveness: Views from Accounting Educator Exemplars in Australia
by Donald E. Wygal & Kim Watty & David E. Stout - 343-361 Beyond Gender Performance in Accounting: Does Personality Distinction Matter?
by Lars Fallan & Leiv Opstad - 362-382 Ethics Education in the Australian Accounting Curriculum: A Longitudinal Study Examining Barriers and Enablers
by Steven Dellaportas & Sutharson Kanapathippillai & Arifur Khan & Philomena Leung - 383-385 Misconduct versus Misunderstood? Scaffolding Education and Learning
by Belinda Luke - 386-405 Shareowners' Equity at Campbell Soup: How can Equity be Negative?
by Mary Beth Mohrman & Pamela S. Stuerke
June 2014, Volume 23, Issue 3
- 193-202 The 'Individualised Accounting Questions' Technique: Using Excel to Generate Quantitative Exercises for Large Classes with Unique Individual Answers
by Matthias Nnadi & Mike Rosser - 203-224 The Growth in International Enrolments in Accounting: Implications for an Established Nexus between Education and Migration
by Dimuthu Ekanayake & Beverley Jackling - 225-243 Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline
by Omaima A. G. Hassan & Alison Fox & Gwen Hannah - 244-257 Determinants of Student Attitudes toward Team Exams
by Bruce A. Reinig & Ira Horowitz & Gene Whittenburg - 258-261 Incorporating Mind Maps into Teaching and Learning in Higher Education: My Experience as an International University Lecturer
by Xin Guo - 262-276 Corporate Associate Partnerships: Practitioners' Involvement in the Delivery of an Auditing Course Based on a Case-Study: A Teaching Resource
by Richard Slack & Jan Loughran & Kirsty Abrahams - 277-294 Bank Runs and the Accounting for Illiquid Assets in Financial Institutions
by Anthony Meder & Steven T. Schwartz & Mark Wu & Richard A. Young
April 2014, Volume 23, Issue 2
- 115-118 Communication in Accounting Education
by F. Elizabeth Gray & Lynn Hamilton - 119-134 The Communication Skills of Accountants: What we Know and the Gaps in our Knowledge
by Harshini P. Siriwardane & Chris H. Durden - 135-154 'Lights, Camera, Action!' Video Technology and Students' Perceptions of Oral Communication in Accounting Education
by Craig Cameron & Jennifer Dickfos - 155-173 A Business Communication Module for an MBA Managerial Accounting Course: A Teaching Note
by David E. Stout - 174-190 Effects of Interspersed versus Summary Feedback on the Quality of Students' Case Report Revisions
by Fred Phillips & Susan Wolcott
February 2014, Volume 23, Issue 1
- 1-21 The Work-related Attitudes of Australian Accounting Academics
by Aleksandra Pop-Vasileva & Kevin Baird & Bill Blair - 22-41 Impact of Formulas, Language and Instruction on Student Performance on Cost-Volume-Profit Problems
by Benny G. Johnson & Carol Springer Sargent - 42-53 The Effects of Different Teaching Approaches in Introductory Financial Accounting
by Bea Chiang & Hossein Nouri & Subarna Samanta - 54-70 The Rigour of IFRS Education in the USA: Analysis, Reflection and Innovativeness
by Aldys Tan & Bikram Chatterjee & Susan Bolt - 71-74 Work All Day, Study at Night: The Interactive Evening Lecture to Invigorate Working Students
by Gerard Stone - 75-94 Pack-and-Go Delivery Service: A Multi-Component Cost-Volume-Profit (CVP) Learning Resource
by David E. Stout - 95-113 Kiondo Bag Boutique: A Serial Case for Introductory Financial Accounting
by Harshini P. Siriwardane
December 2013, Volume 22, Issue 6
- 507-509 Prominent Themes in Accounting Education Scholarship
by Brendan O'Connell & Paul de Lange - 510-521 The Global Challenge for Accounting Education
by Christine Helliar - 522-543 Fit for Purpose: A Framework for Developing and Assessing Complex Graduate Attributes in a Changing Higher Education Environment
by Samantha Sin & Nicholas McGuigan - 544-562 Accounting Students in an Australian University Improve their Writing: But How Did it Happen?
by Gillian Dale-Jones & Phil Hancock & Keith Willey - 563-581 Accounting Students' Reflections on a Course to Enhance their Interpersonal Skills
by Lyn Daff - 582-604 The Experience of Deep Learning by Accounting Students
by Martin Turner & Rachel Baskerville - 605-617 Professional Accounting Body Affiliation: Shifting Priorities in the Transition from Student to Practitioner
by Shannon Sidaway & Paul de Lange & Frederique Bouilheres & Alan Sangster
October 2013, Volume 22, Issue 5
- 425-444 Supporting Students' Learning: The Use of Formative Online Assessments
by Sandra Einig - 445-466 Perceptions of the Usefulness of Virtual Learning Environments in Accounting Education: A Comparative Evaluation of Undergraduate Accounting Students in Spain and England
by Rosario L�pez Gavira & Kamil Omoteso - 467-488 Accounting Students' Feedback on Feedback in Australian Universities: They're Less Than Impressed
by Kim Watty & Paul de Lange & Rodney Carr & Brendan O'Connell & Bryan Howieson & Ben Jacobsen - 489-491 Using Classroom Layout to Help Reduce Students' Apprehension and Increase Communication
by Kirsten Rae & John Sands - 492-493 Research Report Summaries from Round 2 of the IAAER/ACCA Awards Grants for Research to Inform the International Accounting Education Standards Board (IAESB)
by Peter Wolnizer - 494-497 A Framework of Best Practice of Continuing Professional Development for the Accounting Profession
by Paul de Lange & Beverley Jackling & Ilias G. Basioudis - 498-501 Ontology-based e-Assessment for Accounting Education
by Kate Litherland & Patrick Carmichael & Agustina Martínez-García - 502-506 Developing a Global Model of Accounting Education and Examining IES Compliance in Australia, Japan, and Sri Lanka
by Kim Watty & Satoshi Sugahara & Nadana Abayadeera & Luckmika Perera
August 2013, Volume 22, Issue 4
- 303-307 Sustainability and Accounting Education
by Maria Cadiz Dyball & Ian Thomson - 308-332 Sustainability + Accounting Education: The Elephant in the Classroom
by Rob Gray - 333-335 A Commentary on 'Sustainability and Accounting Education: The Elephant in the Classroom'
by Matias Laine - 336-339 Utopia' and 'Passion': A Commentary on 'Sustainability and Accounting Education: The Elephant in the Classroom
by Massimo Contrafatto - 340-356 Integrated Reporting: A Review of Developments and their Implications for the Accounting Curriculum
by Gareth Owen - 357-359 A Commentary on 'Integrated Reporting: A Review of Developments and their Implications for the Accounting Curriculum'
by Nancy Kamp-Roelands - 360-362 A Commentary on 'Integrated Reporting: A Review of Developments and their Implications for the Accounting Curriculum'
by Carmen Correa Ruiz - 363-365 A Rejoinder to Commentaries on 'Integrated Reporting: A Review of Developments and their Implications for the Accounting Curriculum'
by Gareth Owen - 366-381 Rhetoric or Reality? Do Accounting Education and Experience Increase Weighting on Environmental Performance in a Balanced Scorecard?
by Monte Wynder & Kai-Uwe Wellner & Karin Reinhard - 382-384 A Commentary on 'Rhetoric or Reality? Do Accounting Education and Experience Increase Weighting on Environmental Performance in a Balanced Scorecard?'
by Carlos Larrinaga - 385-387 Sustainability Education and Accounting Experience. What Motivates Higher Valuation of Environmental Performance?
by Stefan Schaltegger - 388-390 Will Rhetoric ever Become Reality? A Rejoinder to Larrinaga and Schaltegger
by Monte Wynder - 391-412 Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It: Incorporating Human Rights into the Sustainability Agenda
by Ken McPhail - 413-417 A Commentary on 'Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It'
by Jeff Everett - 418-420 Incorporating Human Rights into the Sustainability Agenda
by Jane Andrew - 421-424 A Rejoinder to Commentaries on 'Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It'
by Ken McPhail
June 2013, Volume 22, Issue 3
- 213-232 Discourse Surrounding the International Education Standards for Professional Accountants (IES): A Content Analysis Approach
by Satoshi Sugahara & Rachel Wilson - 233-247 An Exploratory Study on Cognitive Skills and Topics Focused in Learning Objectives of Finance Modules: A UK Perspective
by Geeta Lakshmi - 248-267 A-Level Subject Choice, Systematic Bias and University Performance in the UK: The Case of Accounting
by N. Rowbottom - 268-281 The Implementation of IAS 16 and IAS 41 at Andrew Peller Limited
by Pascale Lapointe-Antunes & James Moore - 282-294 Bright Pharmaceuticals SE: Accounting for a Business Combination under IFRS 3
by Dominic Detzen & Sebastian Hoffmann & Henning Zülch - 295-298 The Experience of an International University Teacher in Australia
by Nadana Abayadeera - 299-301 Why do Students Choose not to Follow All Instructions when Completing Assessment Tasks?
by Wendy Fleet
April 2013, Volume 22, Issue 2
- 109-124 Using Digital Storytelling to Engage Student Learning
by Themin Suwardy & Gary Pan & Poh-Sun Seow - 125-146 Students' Perceptions of a Scaffolded Approach to Learning Financial Planning: An Empirical Study
by Michelle Cull & Glenda Davis - 147-167 The Impact of a Flexible Assessment System on Students' Motivation, Performance and Attitude
by Parunchana Pacharn & Darlene Bay & Sandra Felton - 168-192 Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach
by Gerard Stone & Margaret Lightbody & Rob Whait - 193-210 The Approaches to Studying of Portuguese Students of Introductory Accounting
by Cláudia Teixeira & Delfina Gomes & Janete Borges
February 2013, Volume 22, Issue 1
- 1-17 A Framework for the Pedagogy of Accounting Ethics
by Barbara Apostolou & Richard B. Dull & Lydia L. F. Schleifer - 18-43 Celebrating 20 Years of Publication of Accounting Education: an international journal : 1992--2011
by Beverley Jackling & Riccardo Natoli & Siti Nuryanah & Dimuthu Ekanayake - 44-65 Developing Learning Objectives for Accounting Ethics Using Bloom's Taxonomy
by Linda A. Kidwell & Dann G. Fisher & Robert L. Braun & Diane L. Swanson - 66-84 Firm or Faculty? Evidence on Characteristics of German-speaking Accounting PhD Students and their Career Preferences
by Markus Grottke & Christoph Pelger & Claudia Schmiedeberg - 85-99 Students' Perceptions of the Introduction of a Blended Learning Environment: An Exploratory Case Study
by Julia Osgerby - 101-104 It's All in the Planning
by Rhonda Ryan - 105-107 The Experience of Substituting for a Colleague
by Robert Bloom
December 2012, Volume 21, Issue 6
- 539-541 Editorial
by Richard M. S. Wilson - 543-544 Guest Editorial
by Pru Marriott - 545-563 The State of Accounting Education Scholarship in New Zealand
by Ralph Adler - 565-581 A Qualitative Exploration of Oral Communication Apprehension
by Marann Byrne & Barbara Flood & Dan Shanahan - 583-598 Using Screencasts to Enhance Assessment Feedback: Students’ Perceptions and Preferences
by Pru Marriott & Lim Keong Teoh - 599-613 The Teaching of Ethics in Undergraduate Accounting Programmes: The Students' Perspective
by Alan Graham - 615-630 Patterns of Learning in the Accountancy Profession Under an Output-Based Continuing Professional Development Scheme
by Hilary Lindsay
October 2012, Volume 21, Issue 5
- 451-470 Impact of a Flexible Evaluation System on Effort and Timing of Study
by Parunchana Pacharn & Darlene Bay & Sandra Felton - 471-487 Gender and Performance in Accounting Examinations: Exploring the Impact of Examination Format
by Neal Arthur & Patricia Everaert - 489-514 Teachers' Pedagogical Beliefs at Commercial Schools—An Empirical Study in Germany
by Juergen Seifried - 515-527 Instructor Care and Consideration toward Students—What Accounting Students Report: A Research Note
by Randall P. Bandura & Paul Lyons - 529-537 The Propensity of Students to Undertake Homework in the Absence of Formal Rewards: A Teaching Note
by Julia Mundy
February 2012, Volume 21, Issue 4
- 431-449 The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses
by Keith Duncan & Amy Kenworthy & Ray McNamara