Characteristics of Master's in Accounting Degree Programs

Abstract

Using survey data gathered from 42 universities for the period 1998–2001, we provide data on enrollment trends, the input quality of students, and the relation between student input quality and several other variables for master's in accounting programs. In addition, we analyze program designs and content, and profile the curricula of several programs. This study is motivated by concerns about accounting education cited in the Albrecht and Sack (2000) monograph and by a paucity of evidence pertaining to graduate accounting programs. The enrollment data show that the number of graduate students in accounting has increased in recent years, for both existing programs and for new programs added in response to the 150-hour requirement. However, the average enrollment level of these programs is not large, especially in comparison to M.B.A. programs. The input quality of students is assessed based on GMAT score data. For a sample of 11,255 students over the four-year period 1998–2001, the average GMAT score for students in graduate accounting programs is 586, significantly lower than for students enrolled in highly ranked M.B.A. programs. In addition, average GMAT scores of graduate accounting programs are highly correlated with program rankings and at least one (then) Big 5 firm's hiring ratio. Our analysis of program design and curriculum indicates a great deal of commonality across programs. Most programs, including programs with modest enrollment levels, offer three or four specialty tracks. Most programs require a large number of accounting courses, and there is substantial commonality among the sets of courses. In contrast, the nonaccounting business coursework is not well developed in most programs. Also, while there is an emphasis on course content, we do see evidence of a focus on functional, personal, and broad business competencies as suggested by the AICPA Core Competency Project. As evidence of curriculum innovation, we discuss several examples of specialized or “focused” programs. We conclude by discussing the implications of the results for accounting education and professional practice.

Accounting education literature review (2003–2005)

“…The three stages of planning, implementing, and assessing the course were described in the article. Frecka and Nichols (2004) collected data about the master's degrees offered by 42 universities. The degree designations and tracks offered by each university were listed, and enrollment data over time were summarized.…”

Accounting Education for Professional Accountants: Evidence from Italy

“…Some authors (Frecka and Nichols, 2004;Parker, 2007;Wilson, 2011;Byrne et al, 2012;) pointed out that academic accounting courses should focus on restricting topics with an over-emphasis on technical content; on the other hand, practitioners preferred a wider coverage of themes (Cranmer, 2006;Bui & Porter, 2010).…”

Academic Stress in Accounting Students: An Empirical Study

“…Accounting student enrollments in the United States increased by 6% in 2010, from 212,834 in 2008 to 226,108 in 2010 (DeFelice 2011). In addition, an increasing number of accounting students are entering graduate programs in accounting, possibly due to the 150-hour requirement for CPA examination (Frecka & Nichols 2004). Accounting students face situations that are unique to the field of study due to the requirements of the accounting program and accounting courses, which include higher GPA requirements and quantitative course content.…”