Advances in Accounting Education is a refereed, academic research annual whose purpose is to meet the needs of faculty members interested in ways to improve their classroom instruction. It publishes thoughtful, well-developed articles that are readable, relevant and reliable. Articles are peer-reviewed and may be either empirical or non-empirical. They emphasize pedagogy, i.e., explaining how faculty members can improve their teaching methods, or how accounting units can improve their curricula/programs. The series examines diverse issues such as software use, cultural differences, perceptions of the profession, and more.

Devoted exclusively to the advancement of ethics research and education in the profession and practice of accounting DESCRIPTION: This series features articles on a broad range of important and timely topics, including professionalism, social responsibility, individual morality, accountability, good business practices in public accounting and the litigation crisis. Papers are empirical or theoretical in nature, and are drawn upon paradigms in related disciplines such as philosophy, psychology, theology, economics and sociology. TABLE OF CONTENTS: Attributes of ethical audit decision making (M.J. Abdolmohammadi); Expansion of the concept of fiduciary duty (M.B. Armstrong, J. Carr). A responsibility-based approach to systems development for professional service firm (K. Yuthas, J.F. Dillard); Faculty perceptions regarding the inclusion of business ethics in the curriculum (R.A. Larson); Critical thinking and the moral reasoning of intermediate accounting students (R.A. Bernardi et al.); Accountants' perceptions of the ethics of earnings management (R.Z. Elias); Impact of cognitive moral judgment ability on knowledge of red flags (D.H. Roberts, J.P. Koeplin); Ethical decisions and the dilution effect: the impact of nondiagnostic information on ethical decisions (T.L. Herron, G.R. Young II); A taxonomy of auditors' professional skepticism (M.K. Shaub, J.E. Lawrence); The importance of context in investigating auditors' moral abilities (D.W. Massey); Case Section; International Textile, Inc. (M.N. Nourayi, S.M. Mintz); Academic ethics cases; Extracurricular activities; To publish or not to publish. Accounting club activities (B.N. Schwartz, S. Mintz); Ethical dilemma in student organization:a teaching case integrating moral reasoning, virtue theory and discourse as an approach to resolution (J.L. Mobus, A.K. Styles).

Hardbound. Research on Accounting Ethics is devoted exclusively to the advancement of ethics research and education in the profession and practice of accounting. Its threefold mission is to: advance innnovative and applied ethics research in all accounting related disciplines on a global basis; improve ethics education in and throughout the professional accounting and management curricula at the undergraduate and graduate levels; provide a source of information for the professional accounting and auditing community for integrating ethics and good business practices in public firms, business corporations, and governmental organizations. This series features articles on a broad range of important and timely topics, including professionalism, social responsibility, individual morality, accountability, good business practices in public accounting and the litigation crisis. Papers will be empirical or theoretical in nature, and will draw upon paradigm

"Advances in Accounting Education" is a refereed, academic research annual whose purpose is to help meet the needs of faculty members interested in ways to improve their classroom instruction. We publish thoughtful, well-developed articles that are readable, relevant and reliable. Articles may be either empirical or non-empirical. They emphasize pedagogy, i.e., explaining how faculty members can improve their teaching methods or how accounting units can improve their curricula/programs.

"Advances in Accounting Education" is a refereed, academic research annual whose purpose is to help meet the needs of faculty members interested in ways to improve their classroom instruction. Thoughtful, well-developed articles are published that are readable, relevant and reliable. Articles may be either empirical or non-empirical. They emphasize pedagogy, i.e., explaining how faculty members can improve their teaching methods or how accounting units can improve their curricula/programs. It examines diverse issues such as software use, cultural differences, perceptions of the profession, and more. It emphasizes on pedagogy and how faculty can improve their teaching. It contains peer reviewed articles which include empirical and non-empirical findings.

Advances in Accounting Education is a refereed, academic research annual whose purpose is to meet the needs of faculty members interested in ways to improve their classroom instruction. It publishes thoughtful, well-developed articles that are readable, relevant and reliable. Articles are peer-reviewed and may be either empirical or non-empirical. They emphasize pedagogy, i.e., explaining how faculty members can improve their teaching methods, or how accounting units can improve their curricula/programs. The series examines diverse issues such as software use, cultural differences, perceptions of the profession, and more.

Advances in Accounting Education is a refereed, academic research annual whose purpose is to meet the needs of faculty members interested in ways to improve their classroom instruction. It publishes thoughtful, well-developed articles that are readable, relevant and reliable. Articles are peer-reviewed and may be either empirical or non-empirical. They emphasize pedagogy, i.e., explaining how faculty members can improve their teaching methods, or how accounting units can improve their curricula/programs. The series examines diverse issues such as software use, cultural differences, perceptions of the profession, and more.

Advances in Accounting Education is a refereed, academic research annual whose purpose is to meet the needs of faculty members interested in ways to improve their classroom instruction. It publishes thoughtful, well-developed articles that are readable, relevant and reliable. Articles are peer-reviewed and may be either empirical or non-empirical. They emphasize pedagogy, i.e., explaining how faculty members can improve their teaching methods, or how accounting units can improve their curricula/programs. The series examines diverse issues such as software use, cultural differences, perceptions of the profession, and more.

Advances in Accounting Education is a refereed, academic research annual whose purpose is to meet the needs of faculty members interested in ways to improve their classroom instruction. It publishes thoughtful, well-developed articles that are readable, relevant and reliable. Articles are peer-reviewed and may be either empirical or non-empirical. They emphasize pedagogy, i.e., explaining how faculty members can improve their teaching methods, or how accounting units can improve their curricula/programs. The series examines diverse issues such as software use, cultural differences, perceptions of the profession, and more.

Hardbound. Advances in Accounting Education is a refereed, academic research annual whose purpose is to meet the needs of individuals interested in the ways to improve their classroom instruction. Major changes are occurring in accounting education as a result of recommendations from the Accounting Education Change Commission, the American Institute of CPAs, the Institute of Management Accountants and the American Assembly of Collegiate Schools of Business (the accrediting agency) and the new 150-Hour Requirement. We publish thoughtful, well-developed articles that are readable, relevant and reliable. Articles may be either empirical and non-empirical. They emphasize pedagogy, i.e., explaining how teaching methods or curricula/programs can be improved.

Hardbound. Advances in Accounting Education is a refereed, academic research annual whose purpose is to meet the needs of individuals interested in the ways to improve their classroom instruction. Major changes are occurring in accounting education as a result of recommendations from the Accounting Education Change Commission, the American Institute of CPAs, the Institute of Management Accountants and the American Assembly of Collegiate Schools of Business (the accrediting agency) and the new 150-Hour Requirement. We publish thoughtful, well-developed articles that are readable, relevant and reliable. Articles may be either empirical and non-empirical. They emphasize pedagogy, i.e., explaining how teaching methods or curricula/programs can be improved.