Research Initiatives in Accounting Education: Serving and Enhancing the Profession

2020 ◽  
Vol 35 (4) ◽  
pp. 25-33
Author(s):  
Alisa G. Brink ◽  
Bernhard E. Reichert

ABSTRACT The accounting profession is experiencing unprecedented changes due to forces such as technological advancement and increased global interactions. Researchers and educators in accounting are well positioned to provide valuable insight that guides this change process through well-executed education research. We identify research questions related to five topical areas impacted by the changing accounting environment. Research in these areas can significantly serve and enhance the accounting profession. Specifically, we discuss questions related to (1) factors affecting the entry-level hiring process, (2) technology and professional interactions, (3) accountants' professional identity, (4) continuing professional education (CPE), and (5) academic collaboration with the profession.

2010 ◽  
Vol 25 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Jack E. Wilkerson

ABSTRACT: The past decade has been a difficult period in the history of the accounting profession in the U.S. This challenging environment provides an opportunity for the accounting academy, acting as “trustees” for the integrity of the profession, to play a significant role in sustaining and enhancing the profession’s status as a profession. Generally, accounting educators play this role in two ways: through our practice-related scholarship and through our teaching. This paper draws on a recent comparative study of peer professions to offer insights to accounting educators as we seek to sustain the accounting profession specifically through our teaching. One key insight is that accounting education, as professional education, must be broadly formative, encompassing three broad spheres of professional preparation: technical knowledge, practice skills, and, of critical importance, normative purpose and professional identity. Other insights relate to the use of “signature images” of professional identity and “signature pedagogies.” Two specific recommendations are made: First, accounting students should be required to experience and reflect on the meaning and demands of professional accounting practice as a central, continuing feature of their accounting studies. And second, they should be required to participate in significant clinical learning experiences as part of their accounting studies.


2020 ◽  
Vol 35 (4) ◽  
pp. 47-60 ◽  
Author(s):  
Joleen Kremin ◽  
William R. Pasewark

ABSTRACT In this essay, we draw from prior literature to suggest needed future research that may clarify and influence the value proposition of accounting education and professional credentialing. We recommend investigations that challenge educators to develop professional competencies more efficiently and effectively. In addition, we suggest research that examines the costs and benefits of obtaining an education in accounting, especially the costs associated with the 150-hour requirement for CPAs and differential tuition rates for accounting majors. Research is also proposed to address the possibility that certain costs and regulations create barriers to entry to the accounting profession, particularly for some socioeconomic groups.


2006 ◽  
Vol 33 (1) ◽  
pp. 25-52 ◽  
Author(s):  
William D. Samson ◽  
Cheryl L. Allen ◽  
Richard K. Fleischman ◽  
Ida B. Robinson-Backmon

Accounting educators no doubt agree that diversity is an important and much neglected part of accounting education. They further recognize that it is difficult to incorporate this important topic into the accounting curriculum. This paper describes the efforts of various professors to expose business and accounting students to the evolution of diversity issues related to the accounting profession by using the book A White-Collar Profession [Hammond, 2002]. A White-Collar Profession: African-American CPAs Since 1921 is a seminal work which presents a history of the profession as it relates to African-American CPAs and documents the individual struggles of many of the first one hundred blacks to become certified. This paper describes efforts of faculty at four different colleges to utilize this book in their teaching of accounting. Instructors found that students not only developed an enhanced awareness about the history of the accounting profession, but that other educational objectives were advanced, such as improved communication and critical thinking skills, increased social awareness, and empathy for others. African-American students, in particular, embraced the people in the book as role models, while most every student saw the characters as heroic in a day when the accounting profession is badly in need of role models and heroes. This is encouraging given the profession's concern with diversity and the attention and resources directed at increasing the number of minorities entering the profession.


2020 ◽  
Vol 47 (1) ◽  
pp. 39-53
Author(s):  
Emily K. Hornok ◽  
Dale L. Flesher

ABSTRACT This paper explores how the formation of the American Association of University Instructors in Accounting (AAUIA, the predecessor of the American Accounting Association) and its efforts toward achieving its original objectives provided initial solutions to a variety of interrelated problems facing both the accounting profession and accounting educators. In the early 20th century, the accounting profession saw an increase in demand for accountants trained in attest, tax, and advisory services, but the accounting educators were unable to meet this demand because the accounting curricula that existed at the time suffered from multiple problems. Our paper examines the “Papers and Proceedings” of the first five annual meetings of the AAUIA to gain insights about how the formation of the AAUIA contributed to early developments in accounting education. These developments would allow the educators to better train accountants, which, in turn, would help advance the accounting profession.


2021 ◽  
Author(s):  
◽  
Ellen Yarrow

<p>This study explores the relationship between professional contractors and the permanent employees they work with at organisations in New Zealand. This thesis uses two concepts, organisational socialisation and the psychological contract, as lenses through which the working relationship is explored. The 20th century notion of standard employment has largely been eroded, giving way to different forms of non-standard work. Professional contractors are now found performing a variety of roles in many organisations across this country. Many are doing the work of permanent employees, but they are neither employees nor permanent. Professional contractors are a type of non-standard, transient worker. As part of a blended workforce, professional contractors work alongside permanent employees, but little is known about how they work together.  This qualitative study involves 49 face-to-face interviews with professional contractors, permanent employees and managers working in the Information Technology (IT) divisions of 10 organisations in three major cities in New Zealand. This research design results in a rich data set. The data collected was subject to analysis using the software NVIVO. This data was analysed in relation to the literature on organisational socialisation and the psychological contract to further explain the working relationship between professional contractors and permanent employees.  The findings reveal professional contractors’ experience of Van Maanen’s (1979) socialisation tactics were: collective, informal, variable, random and serial. It was found that an organisation’s policy sets the tone for the treatment (induction, inclusion and management) of professional contractors. According to the professional contractors interviewed, the Chao, O'Leary-Kelly, Wolf, Klein, and Gardner (1994) socialisation content dimensions that are important are structure, culture and values and language but history was not considered important. According to the managers interviewed, contractors need to know about the processes and procedures of the client organisation, have strong technical skills and industry, sector or domain knowledge. It was found that the indicator of adjustment ‘acceptance by insiders’ (Bauer & Erdogan, 2012) may be a sign that the contractor is adjusting to their new role but it is not essential. A new indicator of adjustment for professional contractors – output – clearly emerged from the data. The notion of ‘time to productivity’ is highly relevant to professional contractors and three factors affecting it are identified (contractor capability, role complexity and organisation readiness). Another important finding is that permanent employees play a key role as socialisation agents (Feldman, 1994; Jones, 1983; Van Maanen, 1978) in the socialisation of professional contractors. Surprisingly, it was found that other professional contractors also act as socialisation agents assisting the newcomer to adjust. It was found that proactive socialisation is particularly important for professional contractors. Together these findings establish the need to reconceptualise organisational socialisation for professional contractors specifically.  The second part of this thesis explores the psychological contract by asking interviewees about their mutual expectations. The expectations of each of the three parties (managers, professional contractors, and permanent employees) are subtly different, potentially influencing the psychological contract they develop. Permanent employees expect great things, professionalism and independence from professional contractors. Managers expect speed, professionalism and value for money from contractors. On the other hand, professional contractors simply expect to be treated with respect by their colleagues. Professional contractors expect to be given autonomy by their managers and support or guidance, should they require it. This study was not able to ascertain what type of psychological contract a professional contractor may develop. It is possible that a professional contractor develops a hybrid psychological contract. Alternatively, it is possible that a professional contractor’s psychological contract moves between the types developed by Rousseau (1995) over the course of their term with the client organisation. The insights gained by exploring the expectations of professional contractors, permanent employees and their managers are two-fold. Firstly, these expectations provide a valuable insight into the working relationship. Secondly, the exploration of a breach or violation of the psychological contract indicates that a malleable psychological contract (one that will shift or adjust) is less likely to manifest a breach or violation. Therefore, it is better for a professional contractor to develop and maintain a malleable rather than rigid psychological contract.  This study’s findings highlight the interrelationship between organisational socialisation and the psychological contract. This thesis asserts that the working relationship between professional contractors and permanent employees is specifically influenced by the socialisation of contractors as newcomers and in the mutual expectations, which form the psychological contract. As a result, it contributes to theorising and understanding of the working relationship between professional contractors and permanent employees. It identifies several tensions in the co-dependent working relationship, which are: time, team, treatment and training. This study has implications for Human Resource practitioners and managers because there is a need for corporate or HR policy relating to the treatment professional contractors. The use of organisational socialisation and the psychological contract as lenses with which the working relationship is explored is both original and meaningful.</p>


2021 ◽  
Vol 5 (1) ◽  
pp. 25-44
Author(s):  
Adel BOULDJENIB

The aim of this study is to determine the factors affecting International Education Standards (IESs) adoption, by using an econometric approach based on a sample of 64 Countries. To do that, data about legal, political, economic and cultural environment of each country was summarized using factorial analysis model. This model extracts four common factors from original data that’s likely to affect IESs adoption, those factors are legal, political and economic governance, opening of accounting profession to the outside world, initiative degree of the society, and accepting change and differences. The study concludes, using an ordinal logistic regression model (logit model), that legal, political and economic governance, opening of accounting profession to the outside world, initiative degree of the society has a significant effect on IESs adoption, while accepting change and differences have no effect.


2020 ◽  
Vol 4 (1) ◽  
pp. 14
Author(s):  
Iis Sundari ◽  
Lianti Lianti ◽  
Hidaya Tul Karima ◽  
Yulita Triadiarti ◽  
Tapi Rumondang Siregar

Understanding of learning material, especially accounting material, has an impact on the achievement of students' learning outcomes. The research aims to look at the factors that influence the learning approach of Unimed accounting education students. This research was carried out in the FE UNIMED using questionnaires distributed to students of the Accounting Education Program batch of 2015 and 2016, amounting 60 and 68 students from each batch. The selection of batches is based on the type of curriculum applied to each batch, namely the Indonesian National Qualification Framework (abbreviated as KKNI) for 2016 and the non-KKNI for 2015. The approach used in this study was a qualitative approach, with the analysis used was descriptive statistical analysis on factors such as interest, motivation, learning style, anxiety, institutional, and learning strategies. The descriptive analysis shows that except for the interest indicating that non-KKNI students have a higher interest in applying a variety of learning approaches of Non-KKNI students than their KKNI peers, other factors are similar between students from two batches.  Keywords: Interest; Motivation; Learning Style; Anxiety; Institutional. 


2020 ◽  
Vol 35 (4) ◽  
pp. 75-86 ◽  
Author(s):  
Douglas M. Boyle ◽  
Dana R. Hermanson

ABSTRACT This essay addresses key needs for research in five areas related to developing and utilizing accounting faculty: faculty development (the backgrounds of who enters academia, how these individuals are trained in doctoral programs, and what advice is given to them), faculty management (the ongoing performance measurement and reward systems that are applied to individual faculty members), faculty portfolio (who provides administrative oversight, how workloads may vary across individuals, and how faculty are utilized), departmental culture (broader issues of culture), and academic freedom (the climate of academic freedom). Within each area, we pose research questions designed to provide faculty members and administrators with insights to enhance the development and utilization of accounting faculty.


Author(s):  
Lúcia Lima Rodrigues ◽  
Maria Clara Bugarim ◽  
Russell Craig

The research discussed throughout this chapter was designed to examine, understand, and explain the key motivational characteristics, elements, and components of outstanding retention and success coaching. The motivational elements of the study are organized using the choice, persistence, and mental effort framework from Clark and Estes (2008) and Eccles and Wigfield (2002). Through interviews and focus groups of elite coaches, the study assessed the motivation of the most successful coaches as well as the core values, beliefs, and sensitivities to background and cultural norms that suggest that an individual can be developed into an excellent coach. The chapter further explains how institutions and organizations can select for these values and beliefs through a careful hiring process that results in the recruitment of the right talent pool for entry-level coaching positions.


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