This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and wellbeing, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

This paper explores and analyses the views of, and effects on, students of a project that integrated the development of employability skills within the small group classes of two compulsory courses of the first year of an accounting degree. The project aimed to build, deliver and evaluate course materials designed to encourage the development of a broad range of employability skills: skills needed for life long learning and a successful business career.By analysing students' opinions gathered from a series of focus groups spread throughout the year, three prominent skill areas of interest were identified: time management, modelling and learning to learn. Further analysis highlighted the complex nature of skills development, and brought to light a range of impediments and barriers to both students' development of employability skills and their subject learning. The analysis suggests the need for accounting educators to see skills development an essential element of the path to providing a successful accounting education experience.

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