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Advances in Accounting Education is a high-quality publication of
both empirical and non-empirical research that investigates vital
matters related to teaching, learning, and curriculum development.
By focusing on these topics, the series supports the improvement of
accounting programs at colleges and universities, and fosters
innovative discussion and significant contributions to faculty
development. This 26th volume features 14 peer-reviewed papers
surrounding four themes: capacity building and governance;
curriculum and pedagogical innovations; educational tax cases and
tax literacy; information technology and the curriculum. Authors
explore empirical evidence on topics such as degree type and CPA
exam performance, to the link between tax literacy and business
experience of college students. A review of published pedagogical
tax cases offers insights into their various characteristics.
Finally, Volume 26 closes with a theme that explores specific ideas
for incorporating new information technology developments into the
accounting curriculum. Faculty with an interest in accounting
education as well as accounting program administrators should find
all four themes to be highly informative and interesting. Some
practitioners and regulators in the accounting profession may also
find useful policy-related nuggets in Volume 26.
Advances in Accounting Education(AAE) is a high-quality publication
of both empirical and non-empirical research that investigates
vital matters within teaching, learning, and curriculum
development. By focusing on these topics, it works to support the
improvement of accounting programs at colleges and universities, as
well as foster innovative discussion and significant contributions
to faculty development. This 24th volume features 11 peer-reviewed
papers surrounding five key themes: (1) research on student
attitudes and behavior, (2) cases and pedagogical approaches in
tax, (3) financial reporting and introductory accounting, (4)
research about the CPA exam, and (5) international perspectives. It
considers a variety of topics within these themes, from student
study choices and changes in ethical attitudes over time to policy
implications for the accounting profession. It even includes an
instructional case for use in intermediate accounting courses and a
comprehensive pedagogical approach (with a case) for teaching a
complex topic in taxation. With international and nuanced
perspectives from expert voices in the field, AAE is essential
reading for students and accounting educators. Some practitioners
and regulators in the accounting profession may also find useful
policy-related nuggets in Volume 24.
Advances in Accounting Education is a refereed, academic research
publication whose purpose is to help meet the needs of faculty
members interested in ways to improve accounting classroom
instruction at the college and university level. We publish
thoughtful, well-developed articles that are readable, relevant,
and reliable. Articles may be either empirical or non-empirical,
and should emphasize pedagogy, i.e., explaining how faculty members
can improve their teaching methods or how accounting units can
improve their curricula and programs.
Advances in Accounting Education is a high-quality publication of
both empirical and non-empirical research that investigates vital
matters within teaching, learning, and curriculum development. By
focusing on these topics, this series works to support the
improvement of accounting programs at colleges and universities, as
well as fostering innovative discussion and significant
contributions to faculty development. This 25th volume features 13
peer-reviewed papers surrounding four themes: curriculum and
pedagogical innovations, faculty reflections on teaching accounting
during the COVID-19 pandemic, research on passing professional
exams in accounting, and historical underpinnings and the choice of
taxation as an area of specialization. Faculty with an interest in
accounting education as well as accounting program administrators
should find all four themes to be highly informative and
interesting. Some practitioners and regulators in the accounting
profession may also find useful policy-related nuggets in Volume
25.
Advances in Accounting Education is a refereed, academic research
publication whose purpose is to help meet the needs of faculty
members and administrators who are interested in ways to improve
teaching, learning and curriculum development in the accounting
area at the college and university level. We publish thoughtful,
well-developed articles that are readable, relevant, and reliable.
Articles may be either empirical or non-empirical and should
emphasize innovative approaches that inform faculty and
administrators as they seek to improve their classrooms, curricula
and programs. Volume 23 consists of three themes: (1) Capacity
Building and Program Leadership, (2) Classroom Innovation and
Pedagogy, and (3) Engagement with Professionals Through Advisory
Councils. Theme 1, Capacity Building and Program Leadership,
include articles that focus on innovation in accounting doctoral
programs, roles and professional development opportunities of
accounting program leaders, the interaction of gender and
performance shortly after junior college students transfer to a
four-year college, and the diffusion of data analytics in the
accounting curriculum. Theme 2, Classroom Innovation and Pedagogy,
consists of a class exercise on accounting for stock option
modifications and option service and performance conditions,
student group work across geographical and cultural borders, and
the use of publicized-data breach cases to incorporate
cybersecurity into upper-level accounting courses. Theme 3,
Engagement with Professionals Through Advisory Councils, explores
ways in which accounting programs might leverage their advisory
councils (boards) to improve their curricula and strengthen
opportunities for student success. The first article in Theme 3
reports the result of a survey that explores opportunities for
interaction between the accounting academy and the profession
through advisory councils. This is followed by articles that
discuss the use of advisory councils to (a) improve the master's in
accountancy curriculum and (b) serve as a catalyst for improving
the ethical reasoning skills of accounting students and accounting
professionals. In total, this volume includes 10 peer reviewed
articles that make significant contributions to teaching, learning,
curricula and programs, and faculty development matters in
accounting.
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