Content
2007, Volume 16, Issue 3
- 263-266 A Commentary on 'Publish or Perish: Is this Really a Viable Set of Options?'
by Lesley Stainbank - 267-268 Publish or Perish—an Extension
by Murray Wells - 269-272 A Rejoinder to the Commentaries on 'Publish or Perish: Is this Really a Viable Set of Options?'
by M. R. Mathews - 273-308 Concept Mapping in a Financial Accounting Theory Course
by Jon Simon - 309-310 Professor Reva Berman Brown (1939-2007) - A Tribute
by Sean Mccartney
2007, Volume 16, Issue 2
- 129-143 Protecting the Solution: A 'High-Tech.' Method to Guarantee Individual Effort in Accounting Classes
by Paul M. Goldwater & Timothy J. Fogarty - 145-162 Evaluating Assessed Group-work in a Second-year Management Accounting Subject
by Maria Cadiz Dyball & Anna Reid & Philip Ross & Herbert Schoch - 163-183 Final Year Accounting Undergraduates' Attitudes to Group Assessment and the Role of Learning Logs
by Joan Ballantine & Patricia Mccourt Larres - 185-206 Group Assessment at Final Degree Level: An Evaluation
by Elizabeth Gammie & Morag Matson - 207-220 Assessment of Internship Experiences and Accounting Core Competencies
by Deborah F. Beard
2007, Volume 16, Issue 1
- 1-1 Editorial
by Richard Wilson - 3-21 Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence
by Prem Sikka & Colin Haslam & Orthodoxia Kyriacou & Dila Agrizzi - 23-26 A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'
by Mark Allison - 27-30 A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'
by Sonja Gallhofer & Jim Haslam - 31-34 A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'
by David Hatherly - 35-38 A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'
by David M. Hunt - 39-42 A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'
by Susan Newberry - 43-46 Professionalisation and UK Accounting Education: Academic and Professional Complicity - A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'
by Lee D. Parker - 47-49 A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'
by Alan Robb - 51-54 A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'
by Stuart Turley - 55-57 A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'
by Michael Walsh - 59-64 A Rejoinder to 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'
by Prem Sikka & Colin Haslam & Orthodoxia Kyriacou & Dila Agrizzi - 65-79 Measuring the Problem-Solving Abilities of Accounting and Other Business Students: A Comparison and Evaluation of Three Methods
by Stuart H. Jones & Ronald A. Davidson - 81-93 The Effective Delivery of a Streaming Video Course Lecture
by Russell Calk & Kerry Alt & Sherry K. Mills & Richard Oliver - 97-100 The 'Jim Factor'—My Experience as a First-Time Accounting Tutor
by Chrisann Palm - 101-104 'SOX Unravelled', or How a Wacky Professor Got Kids to Learn About a Dull, but Important Topic
by Craig Reeder - 107-113 International Education Standards for Professional Accountants (IESs)
by Henry Saville
2006, Volume 15, Issue 4
- 351-353 Editorial
by Richard Wilson - 355-357 Perceptions of Accounting by Stakeholders and Career Choices: Towards a Renewal?
by Serge Evraert & Stephane Trebucq - 359-376 University Accounting Curricula: The Perceptions of an Alumni Group
by Shirley Carr & Frances Chua & Hector Perera - 377-389 The Impact of Computer-Assisted Learning on Academic Grades: An Assessment of Students' Perceptions
by Tracey Mcdowall & Beverley Jackling - 391-403 The Effectiveness of PowerPoint presentations in the Accounting Classroom
by Satoshi Sugahara & Gregory Boland - 405-418 Japanese Secondary School Teachers' Perceptions of the Accounting Profession
by Satoshi Sugahara & Osamu Kurihara & Gregory Boland - 419-438 Influences on Undergraduate Students' Intentions to become Qualified Accountants: Evidence from Australia
by Beverley Jackling & Claude Calero - 439-454 Emotional Intelligence in Undergraduate Accounting Students: Preliminary Assessment
by Darlene Bay & Kim McKeage - 459-460 Obituary
by Alan Sangster
2006, Volume 15, Issue 3
- 239-241 Guest editorial and conference report
by Elizabeth Gammie & Alan Sangster & Neil Marriott - 243-260 Accounting textbooks: Exploring the production of a cultural and political artifact
by John Ferguson & David Collison & David Power & Lorna Stevenson - 261-273 Accounting and sustainability, encouraging a dialogical approach; integrating learning activities, delivery mechanisms and assessment strategies
by Andrea Coulson & Ian Thomson - 275-286 The professional development of European accounting academics: A proposed theoretical framework for future research
by Eleni Tourna & Trevor Hassall & John Joyce - 287-300 Adapting management accounting knowledge needs to functional and economic change
by Philip Cooper - 301-323 The development of a questionnaire assessing metacognitive patterns of students majoring in accounting in higher education
by Nigel Brown - 325-334 An exploration into factors that impact upon the learning of students from non-traditional backgrounds
by Jon Lyons - 335-348 Undergraduate education in social and environmental accounting in Australian universities
by Donna Mangion
2006, Volume 15, Issue 2
- 113-134 Student career aspirations and perceptions: The case of Israeli accounting students
by Nira Danziger & Yoram Eden - 135-149 Using dimensions of moral intensity to predict ethical decision-making in accounting
by Deborah Leitsch - 151-166 Accounting students' perceptions of a virtual learning environment: Springboard or safety net?
by Nia Love & Nadine Fry - 167-187 Students' beliefs, attitudes and intentions to major in accounting
by Lin Mei Tan & Fawzi Laswad - 189-202 Exploring the effectiveness of peer mentoring of accounting and finance students in higher education
by Alison Fox & Lorna Stevenson - 205-209 Shared experiences and reflecting on what we teach
by Donald Wygal - 211-215 Reflections on the scholarship of teaching: A report on the Colloquium on Change in accounting education, 2005
by Timothy Fogarty - 217-225 Alumina plc: A case study of the post-audit of capital investment expenditure
by Malcolm Smith - 229-234 A time to be friends
by Nicholas Fessler - 235-238 The assessment of applications for special consideration: A conceptual framework
by Peter Thompson & Jon Phillips & Paul De Lange
2006, Volume 15, Issue 1
- 3-10 Why DCF capital budgeting is bad for business and why business schools should stop teaching it
by Ralph Adler - 11-12 A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it”
by Timothy Fogarty - 13-15 A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it”
by Christopher Jones - 17-20 A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it”
by Catriona Paisey - 21-23 A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it”
by Can Simga-mugan - 25-28 A commentary on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it”
by Sidney Weil & Peter Oyelere - 29-33 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”
by Marc Wouters - 35-39 A rejoinder to commentaries on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it”
by Ralph Adler - 41-59 Students' experiences of learning in a third-year management accounting class: Evidence from New Zealand
by Beverley Lord & Jane Robertson - 61-72 Gender, media presentation, and concern with the correct use of words—testing a three-way interaction
by Hossein Nouri & B. Douglas Clinton - 73-88 Electronic commerce education: Analysis of existing courses
by Zabihollah Rezaee & Kenneth Lambert & W. Ken Harmon - 89-102 Impact of an audit reporting expert system on learning performance: A teaching note
by R. Steve McDuffie & L. Murphy Smith - 105-107 Striking a balance between 'Sir' and 'Dude'
by Giuseppe Carabetta - 109-112 Art of conversation as an antidote to cultural exclusion
by Lyn Carson
2005, Volume 14, Issue 4
- 367-381 Irish secondary students' perceptions of the work of an accountant and the accounting profession
by Marann Byrne & Pauline Willis - 383-394 Using internet-based on-line assessment: A case study
by Sally Aisbitt & Alan Sangster - 395-410 Designing and implementing a comprehensive assessment plan for a graduate accounting programme
by David Stout & James Borden & Melinda German & Thomas Monahan - 411-426 The research assessment exercise 2001—insights and implications for accounting education research in the UK
by Catriona Paisey & Nicholas Paisey - 427-444 Constructed gender, approach to learning and academic performance
by Brenda Paver & Elizabeth Gammie - 445-452 The benefits of academic/practitioner collaboration
by Cecil Donovan
2005, Volume 14, Issue 3
- 239-269 Using an historical account book as a teaching tool
by Robert Bloom & John Solotko - 271-291 Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting
by Beverley Jackling - 293-311 Students' perceptions of work in public accounting and employment preferences
by Hossein Nouri & Robert Parker & Subarna Sumanta - 313-336 Oral and written communication apprehension in accounting students: Curriculum impacts and impacts on academic performance
by Clare Gardner & Markus Milne & Carolyn Stringer & Rosalind Whiting - 339-340 The ethics of instruction
by Ashley Burrowes & Joseph Kastantin & Milorad Novicevic - 341-342 Their life in your hands
by William Henry - 343-345 When students “hit the wall”
by Michael Coyne - 349-360 International accounting books: Publishers' dream, authors' nightmare and educators' reality
by Sally Aisbitt
2005, Volume 14, Issue 2
- 133-168 The long road to publishing: A user-friendly expose
by Paul De Lange - 169-172 A commentary on 'The long road to publishing: A user-friendly expose'
by Linda English - 173-175 A commentary on 'The long road to publishing: A user-friendly expose'
by Ferdinand Gul - 177-180 A commentary on 'The long road to publishing: a user-friendly expose'
by Trevor Hopper - 181-184 A commentary on 'The long road to publishing: A user-friendly expose'
by David Stout - 185-188 A commentary on: 'The long road to publishing: A user-friendly expose'
by Brian Wright & Mark Tippett - 189-191 A commentary on: 'The long road to publishing: A user-friendly expose'
by Donald Wygal - 193-197 A Rejoinder to the long road to publishing: A user-friendly expose
by Paul De Lange - 199-212 The impact of training in financial modelling principles on the incidence of spreadsheet errors
by Ian Beaman & Erwin Waldmann & Peter Krueger - 213-227 Care in the community: Professional Ethics and the paradox of pro bono
by Ken Mcphail
2005, Volume 14, Issue 1
- 17-18 Professor R. J. Chambers: A biographical note
by Frank Clarke & Graeme Dean & Peter Wolnizer - 19-24 A commentary on Professor Chambers' 1999 paper the poverty of accounting discourse
by Joel Amernic - 25-27 A commentary on professor Chambers' 1999 paper the poverty of accounting discourse
by Tom Lee - 29-33 A commentary on Professor Chambers' 1999 paper the poverty of accounting discourse
by Richard Mattessich - 35-38 A commentary on Professor Chambers' 1999 paper the poverty of accounting discourse
by Tony Tinker - 39-51 A rejoinder to the commentaries on Professor Chambers' 1999 paper the poverty of accounting discourse
by Frank Clarke & Graeme Dean & Peter Wolnizer - 53-74 Analysis of the complexity of writing used in accounting textbooks over the past 100 years
by Ronald Davidson - 75-93 Job offers of multi-national accounting firms: the effects of emotional intelligence, extra-curricular activities, and academic performance
by Yew Ming Chia - 95-101 Game play in the learning environment: who wants to be an accountant? lawyer? economist?
by Michelle McEacharn - 103-111 The impact of TOEFL scores on placement and performance of international students in the initial graduate accounting class
by Joshua Krausz & Allen Schiff & Jonathan Schiff & Joan Van Hise - 113-117 Obituary—Professor W.P. (Bill) Birkett (1940-2004)
by Rosina Mladenovic & Chris Poullaos - 123-129 Implementing international education standards: The global challenges
by Belverd Needles
2004, Volume 13, Issue 4
- 399-407 Approaches to learning in accounting education
by Ursula Lucas & Rosina Mladenovic - 409-430 Understanding academic performance and progression of first-year accounting and business economics undergraduates: the role of approaches to learning and prior academic achievement
by Angus Duff - 431-448 Gender and motivational differences in approaches to learning by a cohort of open learning students
by Paul de Lange & Felix Mavondo - 449-459 Validation of the approaches and study skills inventory for students (assist) using accounting students in the USA and Ireland: a research note
by Marann Byrne & Barbara Flood & Pauline Willis - 461-488 Encouraging a deep approach to learning through curriculum design
by Linda English & Peter Luckett & Rosina Mladenovic - 489-505 Changing the learning environment to promote deep learning approaches in first-year accounting students
by Matthew Hall & Alan Ramsay & John Raven - 507-527 Exploring the relationship between students' orientations to learning, the structure of students' learning outcomes and subsequent academic performance
by Prem Ramburuth & Rosina Mladenovic - 529-548 Encouraging better learning through better teaching: a study of approaches to teaching in accounting
by Lynne Leveson
2004, Volume 13, Issue 3
- 289-310 The enigma of the Chinese learner
by Barry Cooper - 311-327 Experiences of an accounting educator in Kiribati
by Keith Dixon - 329-346 An institutional perspective on the transfer of accounting knowledge: a case study
by Martin Bennett & Jan Jaap Bouma & Elena Ciccozzi - 347-364 Still awaiting orders: reflections on the cultural influence when educating in albania
by Patrick Devlin & Alan Godfrey - 365-390 Changes, problems and challenges of accounting education in Libya
by Nassr Ahmad & Simon Gao
2004, Volume 13, Issue 2
- 135-138 Using case studies in accounting education
by Trevor Hassall & Markus Milne - 139-169 The usefulness of case studies in developing core competencies in a professional accounting programme: a New Zealand study
by Sidney Weil & Peter Oyelere & Elizabeth Rainsbury - 171-189 A critical analysis of students' perceptions of the usefulness of the case study method in an advanced management accounting module: the impact of relevant work experience
by Joan Ballantine & Patricia McCourt Larres - 191-212 Skills development, motivation and learning in financial statement analysis: an evaluation of alternative types of case studies
by Jose Luis Arquero Montano & Sergio Manuel Jimenez Cardoso & John Joyce - 213-229 Student-led and teacher-led case presentations: empirical evidence about learning styles in an accounting course
by Ralph Adler & Rosalind Whiting & Kate Wynn-Williams - 231-250 Facilitating creativity in management accounting: a computerized business simulation
by Monte Wynder - 251-266 Exploring the teaching potential of empirically-based case studies
by John Cullen & Sue Richardson & Rona O'Brien - 267-284 Using a folk story to generate discussion about substance over form
by Rick Hayes & C. Richard Baker
2004, Volume 13, Issue 1
- 1-2 Editorial
by Richard Wilson - 3-28 Assessment strategies: what is being measured in student course evaluations?
by G. Stevenson Smith - 29-50 Endowed chairs in accounting worldwide
by Zabihollah Rezaee & Robert Elmore & David Spiceland - 51-67 Management accounting curricula: striking a balance between the views of educators and practitioners
by Lin Mei Tan & Michael Fowler & Lindsay Hawkes - 69-99 An analysis of accounting education research in accounting education: an international journal - 1992-2001
by Catriona Paisey & Nicholas Paisey - 101-112 Accounting service-learning experiences and the IRS volunteer income tax assistance programme: a teaching note
by C. David Strupeck & Donna Whitten - 115-117 What do you mean: no class every week?
by Albie Brooks & Judy Oliver - 119-121 The social construction of accounting: a curriculum dilemma for first year business students
by Mark Christensen
2003, Volume 12, Issue 4
- 341-372 An investigation of the emerging trend towards a laptop requirement for accounting majors in the USA
by Lawrence Kalbers & Rebecca Rosner - 373-391 Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?
by Carlin Dowling & Jayne Godfrey & Nikole Gyles - 393-403 Bridging knowing and learning: a suggestion for accounting education
by Reva Berman Brown - 405-413 Service-learning: an innovative approach to teaching accounting: a teaching note
by Melanie McCoskey & D. Lee Warren - 415-426 OK in practice - and theory
by Ian Dennis - 427-435 Schlotzsky's gourmet deli franchise store
by Shane Dikolli & Karen Sedatole - 437-439 Confronting academic dishonesty in the accounting classroom: a cultural experience?
by R. Steven Flynn - 441-450 Accounting education, firm training and information technology: a research note
by C. Janie Chang & Nen-chen Richard Hwang
2003, Volume 12, Issue 3
- 227-244 Iteration between theory and practice as a pathway to developing generic skills in accounting
by Irene Tempone & Elaine Martin - 245-259 Teaching management accounting in a competencies-based fashion
by Henk van den Brink & Kees Kokke & Ivo de Loo & Peter Nederlof & Bernard Verstegen - 261-281 Factors explaining the choice of a finance major: the role of students' characteristics, personality and perceptions of the profession
by Andrew Worthington & Helen Higgs - 283-302 Developing research awareness in students: an action research project explored
by Catriona Paisey & Nicholas Paisey - 303-312 Preparing a research proposal for a student research dissertation: a pedagogic note
by Clive Emmanuel & Rob Gray - 313-331 Recognizing the importance of instruction style to students' performance: some observations from laboratory research - a research note
by Neil Hartnett & Jennifer Romcke & Christine Yap - 333-334 Seven survival strategies for non-native language speaking conference presenters
by Lucia Lima Rodrigues - 335-339 Stranger in a strange land: an accounting academic teaches the freshman seminar
by Timothy Fogarty
2003, Volume 12, Issue 2
- 83-83 Editorial
by Richard Wilson - 85-86 Editorial and conference report
by Neil Marriott & Catriona Paisey - 87-95 Conference address: the accounting education change movement in the United States
by Hartwell Herring - 97-112 Evaluating the validity of self-assessment: measuring computer literacy among entry-level undergraduates within accounting degree programmes at two UK universities
by Patricia Mccourt Larres & Joan Ballantine & Mark Whittington - 113-133 Are we turning them on? A longitudinal study of undergraduate accounting students' attitudes towards accounting as a profession
by Pru Marriott & Neil Marriott - 135-157 Guidelines for graphical displays in financial reporting
by Wan Ying Hill & Margaret Milner - 159-175 A comparison of the dominant meta programme patterns in accounting undergraduate students and accounting lecturers at a UK business school
by Nigel Brown - 177-196 Gender differences in accounting education: an undergraduate exploration
by Elizabeth Gammie & Brenda Paver & Bob Gammie & Fiona Duncan - 197-225 Quality in professional accounting education provision in the UK - the CIMA experience
by Stuart McChlery & Catriona Paisey
2003, Volume 12, Issue 1
- 1-5 Stranger in a strange land: an accounting academic teaches the freshman seminar
by Timothy Fogarty - 1-10 Preparing a research proposal for a student research dissertation: a pedagogic note
by Clive Emmanuel & Rob Gray - 1-14 Integrating a virtual learning environment into an introductory accounting course: determinants of student motivation
by Paul de Lange & Themin Suwardy & Felix Mavondo - 1-21 Factors explaining the choice of a finance major: the role of students' characteristics, personality and perceptions of the profession
by Andrew Worthington & Helen Higgs - 15-32 A quantitative exploration of student performance on an undergraduate accounting programme of study
by Louise Gracia & Ellis Jenkins - 33-47 The core competency framework: a new element in the continuing call for accounting education change in the United States
by Cynthia Bolt-Lee & Sheila Foster - 49-61 Extending the classroom boundaries - an evaluation of an asynchronous discussion board
by Elizabeth Rainsbury & Pam Malcolm - 63-78 Accountancy undergraduate performance: a statistical model
by Elizabeth Gammie & Peter Jones & Christine Robertson-Millar - 79-81 Postcards from the podium words of wisdom or 'lead balloons'?
by David Starr-Glass
2002, Volume 11, Issue 4
- 295-310 Accounting education research: a retrospective over ten years with some pointers to the future
by Richard Wilson - 311-329 Topical coverage in internal auditing: academic versus practitioner perceptions
by Mark McCartney & Ronald Marden & Lorinda Adair - 331-346 Social and environmental accounting teaching in UK and Irish Universities: a research note on changes between 1993 and 1998
by Lorna Stevenson - 347-364 Guest speakers: reflections on the role of accountants in the classroom
by Cheryl Metrejean & John Pittman & Marilyn Zarzeski - 365-375 Derrick's Ice-Cream Company: applying the BCG matrix in customer profitability analysis
by Malcolm Smith
2002, Volume 11, Issue 3
- 203-216 Topical sequencing of questions and advance organizers impacting on students' examination performance
by Dennis Togo - 217-233 Computer Aided Learning (CAL) and its impact on the performance of non-specialist accounting undergraduates
by Alison Lane & Mike Porch - 235-256 Enhancing accounting students' problem-solving skills: the use of a hands-on conceptual model in an active learning environment
by Beth Kern - 257-270 Tele teaching accounting lectures across a multi campus: a student's perspective
by Abdel Halabi & Juhani Tuovinen & Jodie Maxfield - 271-282 Active learning in small and large classes
by Brock Murdoch & Paul Guy - 283-293 Benjamin Greygoose & Sons: survival in the death industry
by Malcolm Smith
2002, Volume 11, Issue 2
- 119-120 Forum
by Richard Wilson - 121-171 Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues
by Russell Craig & Joel Amernic - 173-174 Commentary on: 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues'
by Gavin Brown - 175-180 Commentary on: 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues'
by J. Colin Dodds - 181-183 Commentary on: 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues'
by Ronald Patten - 185-190 Commentary on 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues'
by Michael Pratt - 191-197 Commentary on 'Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues'
by Prem Sikka & Hugh Wilmott - 199-201 Rejoinder: 'emulous bravery' and the quest for an 'upbeat rhythm' in accounting education: a reprise from the blues 'brothers'
by Russell Craig & Joel Amernic
2002, Volume 11, Issue 1
- 1-2 Editorial and Conference Report
by Pru Marriott & Neil Marriott - 3-25 Accounting education's uncertain environments: descriptions and implications for accounting programmes and accounting education research
by James Rebele - 5-5 Editorial
by Richard Wilson - 27-42 The relationship between learning approaches and learning outcomes: a study of Irish accounting students
by Marann Byrne & Barbara Flood & Pauline Willis - 43-62 A longitudinal study of undergraduate accounting students' learning style preferences at two UK universities
by Pru Marriott - 63-78 Personal skills development in the accounting curriculum
by Bob Gammie & Elizabeth Gammie & Erica Cargill - 79-91 Meta programme patterns in accounting educators at a UK business school
by Nigel Brown - 93-107 An exploration of student failure on an undergraduate accounting programme of study
by Louise Gracia & Ellis Jenkins - 109-118 The impact of background factors on the performance of nonspecialist undergraduate students on accounting modules - a longitudinal study: a research note
by Alison Lane & Mike Porch
2001, Volume 10, Issue 4
- 333-333 Forum
by Richard Wilson - 335-352 Some thoughts on social and environmental accounting education
by M. R. Mathews - 353-355 Commentary on: Some thoughts on social and environmental accounting education
by Jan Bebbington & Ian Thomson