Educating and Training Accountants in Syria in a Transition Context: Perceptions of Accounting Academics and Professional Accountants

Gallhofer, Sonja; Haslam, Jim; Kamla, Rania

doi:10.1080/09639280903157988

Cited by 21 publications

(18 citation statements)

References 25 publications

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“…Fessler (2008) encourages accounting professors to develop post-modern techniques to teach accounting to current students. Gallhofer, Haslam, and Kamla (2009) provide a rich historical narrative of the development of accounting education in Syria. In a series of interviews, the authors explore questions about limitations of accounting education in Syria, the role of the profession in facilitating education and training, and the developing alliance between the profession and educators.…”

Section: Historical Perspective On Accounting Descriptive Articlesmentioning

confidence: 99%

Accounting education literature review (2006–2009)

Apostolou

Hassell

Rebele

et al. 2010

Journal of Accounting Education

105

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Section: Historical Perspective On Accounting Descriptive Articlesmentioning

confidence: 99%

Accounting education literature review (2006–2009)

Apostolou

Hassell

Rebele

et al. 2010

Journal of Accounting Education

105

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“…However, accounting education has failed to keep up with the changes in accounting practices caused by technology and accounting students are not well prepared for the workplace (Er & Ng, 1989;Gallhofer, Haslam, & Kamla, 2009).…”

Section: Introductionmentioning

confidence: 97%

Mind the Gap: Accounting Information Systems Curricula Development in Compliance With IFAC Standards in a Developing Country

Aleqab

Nurunnabi

Adel

2015

Journal of Education for Business

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The authors examine the consistency between the current practices in designing and teaching accounting information systems (AIS) curricula and the International Federation of Accountants (IFAC) requirements for International Education Practice Statement 2 and International Education Standards 2. Utilizing a survey and interviews data in Jordan, the results show several issues that contribute to the inconsistency of IFAC's requirements, including a lack of Arabic textbooks, qualified staff, training, computer laboratories, and faculty support and finance. This is the first study to provide a model curriculum and course learning outcomes of an AIS course. There is urgent attention required from local and international policymakers.

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“…In other terms, there are significant barriers to the adoption of new curricula and teaching and learning methods to the requirements of professional accountants (or employers) (Gallhofer, Haslam & Kamla, 2009;De la Harpe & David, 2011) There are a lot of examples (Hancock et al, 2009) of best practices and guidelines on how to implement improved practice but few examples of an accounting program that reflects 'actual' practice (Yap, Ryan & Yong, 2014;Lubbe, 2015) Although the professional associations accredit these accounting programs, professional accreditation is not a guarantee of professional readiness (Willcoxson, Wynder & Laing, 2010, Yap, Ryan & Yong, 2014.…”

Section: Professional Skill Expectationsmentioning

confidence: 99%

Accounting Education for Professional Accountants: Evidence from Italy

Lucianelli¹,

Citro²

2018

IJBM

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In the last years, the worldwide changes in global, political and financial contexts have gradually modified the approaches to the accounting of national governments and international institutions. In this varying scenario, the International Accounting Standard Board (IASB) and consequently national governments have introduced new accounting standards along with related regulatory changes. These issues are of ever-growing importance when considering that the International Accounting Education Standards Board (IAESB) has recently developed "The basis for conclusions document for 2017-2021 IAESB Strategy and 2017 Work Plan" (IAESB, 2017 with the aim of informing the Board's deliberations on its future strategy and priorities about the future expectations of professional competence. The aim of this paper is to report the findings of an empirical study on this topic and address the following research question: what are professional accountants' views on quality in accounting education? This primary research question is expanded to consider professional accountants' beliefs on the present (what is necessary for their workplace) and future (what will be necessary for their workplace) with respect to quality in accounting education. The survey highlights how professional accountants have more expectations than in the past about their skills. The majority of professional accountants have been transforming themselves into business consultants since they are now required to offer more services than accounting and taxation consultancy. Consequently, there is a growing demand for cooperation with the university world in order to broaden the programs of accounting education with new technical competencies for undergraduate and postgraduate degrees.

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Educating and Training Accountants in Syria in a Transition Context: Perceptions of Accounting Academics and Professional Accountants

Cited by 21 publications

References 25 publications

Accounting education literature review (2006–2009)

Accounting education literature review (2006–2009)

Mind the Gap: Accounting Information Systems Curricula Development in Compliance With IFAC Standards in a Developing Country

Accounting Education for Professional Accountants: Evidence from Italy

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