Educating digital natives for the future: accounting educators’ evaluation of the accounting curriculum

Al‐Htaybat, Khaldoon; Alberti‐Alhtaybat, Larissa von; Alhatabat, Zaidoon

doi:10.1080/09639284.2018.1437758

Cited by 92 publications

(48 citation statements)

References 49 publications

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“…Educators need to be aware that new technologies continue to develop, and that dynamic sociotechnical change creates volatility for accounting education (Al-Htbayat et al, 2018). Therefore, it is important to keep a proper balance between innovation and stability in the development of curricula, assuming that continuous learning and the ability to engage with new developments and data are essential skills for their graduates.…”

Section: The Impact Of Disruptive Technologies On Accounting Educationmentioning

confidence: 99%

New coordinates of accounting academic education. A Romanian insight

Stanciu¹,

Gheorghe²

2020

JAMIS

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Research question: Are accounting graduates prepared to face IT developments in their profession? Motivation: The accounting profession is facing a rapid transformation involving digital technology that implies significant changes. "Modern accountants are expected to have a high level of IT knowledge and skills and towards that direction the curriculum in accounting education have to adopt a wide range of modules in order to provide accounting students with the required competencies" (El-Damarleh, 2017: 202). Today's students are digital natives and they "think and process information fundamentally differently from their predecessors" (Prensky, 2001: 1). Academic education needs to adapt to the language of digital natives and provide them with new skills and the knowledge required by the profession. Idea: We aim to investigate the awareness of bachelor students in accounting regarding the impact of IT on accounting processes and their preparedness in this regard. Tools: Data was collected using a multiple-choice questionnaire distributed to third-year and master's accounting students at the Bucharest University of Economic Studies. Data was analyzed using Excel. Findings: The students are aware of the importance of the new technologies and applications relevant to the profession, but their knowledge needs to be improved. The current curriculum does not include important aspects of the new digital technology that are already embedded or being assimilated within the accounting profession. Contribution: The paper provides recommendations regarding accounting academic education, providing arguments for developing IT-related competencies for accounting students aiming to align their knowledge and skills to current and future professional requirements. The conclusions emphasize the need

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Section: The Impact Of Disruptive Technologies On Accounting Educationmentioning

confidence: 99%

New coordinates of accounting academic education. A Romanian insight

Stanciu¹,

Gheorghe²

2020

JAMIS

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“…Accordingly, e-Learning-Feedback has seen a vast growth in the last thirty years, and it is expected to continue in the future (Aisbitt & Sangster, 2005;Bennett et al, 2008;Einig, 2013;Mihret et al, 2017;Nguyen et al, 2016;Pincus et al, 2017;Timmis et al, 2016). Over these thirty years, a significant discussion has been ascended about the features of the present's generation of students due to their intensive use of information technology (IT) and social media including, blogs, video sharing, Facebook, Twitter, Wikipedia, LinkedIn, etc., (Kirkwood & Price, 2005;Simin & Heidari, 2013;Thelwall, 2000), and the best way of involving digital citizens in higher education institutes (HEIs) (Al-Htaybat et al, 2018;Beukes et al, 2017;Bullen et al, 2011;Jones et al, 2010;Pincus et al, 2017). Recent studies reveal that the main reason is that regular use of IT in everyday indicates that skilled digital citizens are able to transmit their knowledge and experience to teaching and learning activities (e.g.…”

Section: Research Questionmentioning

confidence: 99%

“…Recent studies reveal that the main reason is that regular use of IT in everyday indicates that skilled digital citizens are able to transmit their knowledge and experience to teaching and learning activities (e.g. Al-Htaybat et al, 2018;Beukes et al, 2017;Gros et al (2012). In fact, we cannot ignore that using IT in teaching and learning in higher education (T&L in HE) as a key factor to meet the expectations of "digital natives" (Aisbitt & Sanghster, 2005;Duff, 1998;Jones et al, 2010;Kirkwood & Price, 2005;Oblinger & Oblinger, 2005;Sangster, 1996;Simin & Heidari, 2013;Thelwall, 2000).…”

Section: Research Questionmentioning

confidence: 99%

“…For example, at a macro level, both universities and students asked teaching Staff 2 for more diverse assessments with instant electronic feedback. While at a micro level, accounting department, professional bodies such as ACCA, CIPFA and CIMA start to use CBA at various levels (Al-Htaybat et al, 2018;Aisbitt & Sangster, 2005;Rodrigues et al, 2018). Finally, at a meso level, the accounting group believes that adopting CBAF may lead to improve students' engagement, reduce attainment gap, and help to introduce new specialised computerised accounting programmes and modules.…”

Section: Importance Of the Researchmentioning

confidence: 99%

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Assessing the use of computer-based assessment-feedback in teaching digital accountants

Helfaya

2018

Accounting Education

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“…Az utóbbi évtizedekben a számviteli oktatást egyre inkább globálisnak tekintik, ideértve az angol nyelvű oktatás és az angolszász hitelesítés irányába történő elmozdulást (Golyagina, 2019), másrészt pedig nagy hatást gyakorol rá a digitalizáció (Al-Htaybat, VonAlberti-Alhtaybat, & Alhatabat, 2018;Taylor, Marrone, Tayar, & Mueller, 2018;Wynder, 2018).…”

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A számviteli képzés helye és szerepe a felsőoktatás stratégiai célkitűzései mentén

Sisa¹,

Siklósi²,

Harsányi³

et al. 2020

Veztud

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A gyorsan változó környezet, a hosszú távú kihívások, mint a globalizáció, az erőforrásokra nehezedő nyomás, az európai társadalmak elöregedése folyamatos megújulásra készteti az oktatási rendszert. Az Európai Unió és ezzel párhuzamosan hazánk egyik fő stratégiai célkitűzése az oktatási rendszer teljesítményének és ezen belül is a felsőoktatás vonzerejének növelése. Az Európa 2020 stratégia célkitűzései szerint (Európai Bizottság, 2010) a megvalósítandó célok öt területet érintenek alapvetően: foglalkoztatás, kutatás és innováció, éghajlatváltozás és energia, oktatás, valamint a szegénység elleni küzdelem. E célok között szoros az összefüggés, hiszen a tudáson és az innováción alapuló, fenntarthatóan növekvő, versenyképes gazdaság kialakítása, a magas foglalkoztatás elérése megfelelő oktatási rendszer nélkül elképzelhetetlen. A szerzők tanulmányukban a magyarországi gazdaságtudományi felsőoktatásra fókuszálva adnak képet a jelenlegi helyzetről, bemutatva a lehetőségeket egy hosszú távon fenntartható, folyamatos megújulásra képes rendszerről. Kulcsszavak: felsőoktatási szektor, számvitel oktatás, oktatási módszerek, innováció, fenntarthatóságThe rapidly changing environment, long-term challenges such as globalization, pressure on resources, and the aging of European societies make the education system constantly renew itself. One of the main strategic objectives of the European Union and, in parallel, of Hungary, is to improve the performance of the education system and, in particular, the attractiveness of higher education. In line with the objectives of the Europe 2020 strategy, the tasks to be implemented include five areas, basically: employment, research and innovation, climate change and energy, education, and the fight against poverty. These goals are closely related, since the creation of a competitive economy based on knowledge and innovation, capable of sustainable growth and high employment without an adequate education system is inconceivable. In this study, focusing on the Hungarian higher education in economics, the authors give an overview of the current situation, showing the possibilities of a sustainable and continuously renewing system. Finanszírozás/Funding:A szerzők a tanulmány elkészítésével összefüggésben nem részesültek pályázati vagy intézményi támogatásban. The authors did not receive any grant or institutional support in relation with the preparation of the study.

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Educating digital natives for the future: accounting educators’ evaluation of the accounting curriculum

Cited by 92 publications

References 49 publications

New coordinates of accounting academic education. A Romanian insight

New coordinates of accounting academic education. A Romanian insight

Assessing the use of computer-based assessment-feedback in teaching digital accountants

A számviteli képzés helye és szerepe a felsőoktatás stratégiai célkitűzései mentén

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