Accounting education literature review (2018)

Apostolou, Barbara; Dorminey, Jack W.; Hassell, John M.; Hickey, Anna W.

doi:10.1016/j.jaccedu.2019.02.001

Cited by 55 publications

(29 citation statements)

References 78 publications

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“…In the area of contributions, the work collaborates in reducing the gap between research into accounting teaching and teaching practice. These works are well received by the research literature on accounting teaching as they offset the concern revealed by authors such as Apostolou et al (2019), Jackling, Natoli, Nuryanah, and Ekanayake (2013), Ravenscroft, Rebele, St. Pierre, and Wilson (2008) and Rebele and St. Pierre (2015).…”

Section: Discussionmentioning

confidence: 86%

“…The authors of this article want to dedicate it to the memory of our colleague and friend Mr. Jesús Manuel Vera Giménez (1958-2019, a pioneer in research in final year dissertations, and a professional and human role model.…”

Section: Acknowledgment and Dedicationmentioning

confidence: 99%

“…Los autores de este artículo queremos dedicarlo a la memoria de nuestro compañero y amigo D. Jesús Manuel Vera Giménez (1958-2019, precursor en la investigación en trabajos de fin de grado, siendo un modelo a seguir profesional y humanamente.…”

Section: Acknowledgment and Dedicationunclassified

“…In our particular context, the study has centred on the group of university accounting teachers. This is not because they have different characteristics from the rest of university teachers, but rather because accounting is one of the few disciplines which have opened their own area of research into teaching, as is shown by having its own dissemination channels and there being topics around which the research effort can be articulated (Apostolou, Dorminey, Hassell, & Hickey, 2019;Arquero, Jiménez-Cardoso, & Laffarga-Briones, 2017;Rebele & St. Pierre, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Modelling, using structural equations, the level of satisfaction of university accounting teachers with final year dissertations

Anes¹,

Serrano-Domínguez²,

Camúñez-Ruíz³

2021

RC-SAR

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Modelización, usando ecuaciones estructurales, del grado de satisfacción de los profesores universitarios de contabilidad sobre el trabajo fin de grado. La baja satisfacción que el colectivo de profesores universitarios de Contabilidad muestra ante el proceso de tutorización del Trabajo Fin de Grado es lo que ha motivado la realización del trabajo; además, existe mucho interés, por parte del colectivo de profesores, en conocer que factores son los que están influyendo en ese estado de satisfacción. El objetivo del estudio es detectar qué factores explican el citado estado de satisfacción y modelizar dicha relación. Se han identificado y estudiado los elementos que han podido influir en la construcción de dicho estado de opinión y se han extraído, mediante análisis factorial exploratorio, 5 factores: aceptación de la metodología, percepción de competencia, competencias genéricas, importancia de competencias instrumentales, importancia de competencias sistémicas. Los resultados evidencian las relaciones entre los constructos y la satisfacción. En conclusión, si queremos construir una estrategia docente que refuerce el grado de satisfacción del profesor universitario de Contabilidad en la labor de tutela del TFG, esta debería centrarse en potenciar las competencias genéricas del TFG. El desarrollo de las competencias genéricas, directa o indirectamente, repercuten sobre la opinión del tutor sobre la importancia de las competencias instrumentales y sistémicas y, en consecuencia, en su satisfacción. The low satisfaction of university accounting teachers with the mentoring process of the Final Year Dissertation (FYD) has motivated carrying out this study. Moreover, lecturers are very interested in knowing which factors are influencing this satisfaction. The aim of the study is to detect which factors explain this state of satisfaction and model this relation. The elements which have been able to influence this opinion have been identified and studied. Exploratory factor analysis has extracted 5 factors from them: the acceptation of the methodology, the perception of competence, generic competences, the importance of instrumental competences and the importance of systemic competences. The results reveal the relations between the constructs and satisfaction. In conclusion, if we wish to build a teaching strategy which reinforces university accounting teachers’ degree of satisfaction in their work mentoring the FYD, this should be centred on enhancing its generic competences. The development of these generic competences directly or indirectly impacts the mentors’ opinions concerning the importance of the instrumental and systemic competences and, consequently, their satisfaction.

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Section: Discussionmentioning

confidence: 86%

Section: Acknowledgment and Dedicationmentioning

confidence: 99%

Section: Acknowledgment and Dedicationunclassified

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Modelling, using structural equations, the level of satisfaction of university accounting teachers with final year dissertations

Anes¹,

Serrano-Domínguez²,

Camúñez-Ruíz³

2021

RC-SAR

View full text Add to dashboard Cite

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“…In 2018, 101 papers were published in five major international journals of accounting education, with empirical articles accounting for 45%, up 6% from 39% in 2017. Among the empirical articles, 28 were about survey data, accounting for 61%, an increase of 8% compared with 2017 Apostolou, et al, 2019). It can be seen that the empirical category is the mainstream in the research of international accounting education literature, and the research on students and curriculum construction is the focus of foreign accounting educators.…”

Section: A Research Status Of Accounting Higher Educationmentioning

confidence: 99%

The Design and Practice of Mixed Teaching Mode Guided by Spiritual Quotient: Taking Management Accounting as an Example*

Lü¹

2020

Proceedings of the 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020)

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Mixed teaching has become an important model of today's teaching reform. The author uses the "Rain Classroom" teaching platform and takes the Management Accounting as an example to study the reform design of the mixed teaching mode guided by spiritual quotient. From the course design to the course development, implementation, evaluation and other links, comprehensive consideration is given to cultivating students' information technology ability, career adaptation ability, expression and display ability, communication and coordination ability, and innovation and entrepreneurship ability. Through the investigation and analysis of students' learning effect, the rationality of curriculum reform has been tested. The results show that the mixed quotient mode guided by spiritual quotient fully considers the characteristics of the "post-2000s" generation, improves the students' initiative and significantly improves the students' five abilities.

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Technologies to Communicate Accounting Information in the Digital Era: Is Accounting Education Following the Evolutions?

Asonitou

2020

Springer Proceedings in Business and Economics

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Accounting education literature review (2018)

Cited by 55 publications

References 78 publications

Modelling, using structural equations, the level of satisfaction of university accounting teachers with final year dissertations

Modelling, using structural equations, the level of satisfaction of university accounting teachers with final year dissertations

The Design and Practice of Mixed Teaching Mode Guided by Spiritual Quotient: Taking Management Accounting as an Example*

Technologies to Communicate Accounting Information in the Digital Era: Is Accounting Education Following the Evolutions?

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