Factors influencing students' choice of an accounting major in Egypt

Anis, Ahmed; Hanafi, Rasha

doi:10.1504/ijaape.2015.071585

Cited by 14 publications

(21 citation statements)

References 55 publications

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“…Another reason that also encouraged "Excellent" students to perform an intention to serve in public-accounting-related profession was the image that the public accounting profession is a prestigious field, run by disciplined human capital, and has positive work ethics. These facts lead students to be proud of working as a public accountant (Anis & Hanafi, 2015). However, the previous statement is not in line with the study of Law and Yuen (2012) and Holt et al (2017)which stated that accounting is boring, uncreative, and a field for the introverts.…”

Section: Pbc Public Accountantmentioning

confidence: 93%

The Role Of Accounting Knowledge In Defining The Career Of A Public Accountant

Jessica¹,

Alimbudiono²,

Pudjolaksono³

2019

Proceedings of the 2nd Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2018)

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Public accounting professions play a crucial role in the economic advancement. However, only few graduates in accounting majors are interested in this profession. This is quite unsettling. Knowledge is one of the determinants in selecting future career path. Therefore, this studyaims at describing the role of accounting knowledge with regard to the students' intentions to work in public-accounting-related profession using the Theory of Planned Behavior (PBC) approach. Surveys, interviews, document analyses and observations were used to collect data. In conclusion, accounting knowledge played an important role in stimulating attitude and perceived behavioral control and eventually increased the students' intention to work in public-accounting-related profession. This had a fairly major role, especially for high calibre students. On the other hand, subjective norms occurred in their selection of accounting major per se, and did not have any roles in defining their career selection.

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Section: Pbc Public Accountantmentioning

confidence: 93%

The Role Of Accounting Knowledge In Defining The Career Of A Public Accountant

Jessica¹,

Alimbudiono²,

Pudjolaksono³

2019

Proceedings of the 2nd Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2018)

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“…Recent studies on both high-school and university students have demonstrated that the choices of accounting as a major as well as their learning outcomes significantly depend on how the students perceive accounting profession and education (Holland, 1973, Ahmed, et al, 1997, Allen, 2004, Hartwell et al, 2005, Sugaharaet al, 2008, Dalcıet al, 2013, Anis and Hanafi, 2015. In other words, positive perceptions of accounting highly motivate and inspire students to move forward not only on their learning path but also on the career ladder.…”

Section: Students Perceptions Of Accounting and Accounting Education mentioning

confidence: 99%

“…It is also worth noting that beside cultural and ethnic factors, students' perceptions of the accounting profession are considerably impacted by their experience with accounting courses (Anis and Hanafi, 2015). Negative feedback from students about accounting education rarely lead to positive impressions of the accounting profession.…”

Section: Students Perceptions Of Accounting and Accounting Education mentioning

confidence: 99%

“…It may be argued that some courses are more engaging and easier for the students to relate to than others and therefore student engagement and satisfaction may be greater. Accounting education has a different set of issues to deal with as students are coming in with the perception that accounting is boring, difficult and is usually associated with mathematics (Tan and Laswad, 2009, McDowall and Jackling, 2010, Dalcı et al, 2013, Knight, 2015, Anis and Hanafi, 2015. At the same time, there are issues related to transitioning to the first year of university and these also impact the performance of students.…”

Section: Introductionmentioning

confidence: 99%

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Gamifying a Flipped First Year Accounting Classroom Using Kahoot!

Nkhoma¹,

Nkhoma²,

Thomas³

et al. 2018

IJISE

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Accounting is often perceived as boring, difficult, methodical and being all about number crunching by a lot of students and society in general. These negative perceptions impact on students' learning and their approach to the study of accounting. Additionally, studying accounting in English as a second language as well as in the first year of university compounds the amount of problems students may face, adversely affecting their performance. In a bid to address these problems, the flipped classroom approach was employed and its benefits complemented and enhanced by gamification using Kahoot! The aim of this paper is to share with accounting educators and other educators dealing with similar issues on how to engage students in a large lecture setting, in a flipped classroom model. Whilst a lot of studies have been conducted and much has been written on the use of Kahoot! in the classroom, not much has been done in the context of using the tool in a flipped accounting lecture. The benefits of gamification, flipped classroom, quizzes and feedback have been validated in the literature and have been reviewed in this paper. Kahoot! offered several benefits to

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“…Previous studies have revealed various intentions of why people decided to be public accountant; for example, students are reluctant to become public accountant, since they have limited knowledge on what public accountant is (Sawarjuwono, 2013), the scope of work, job satisfaction, and great employee turnover (Suryani et al, 2018;Wen et al, 2018). However, the magnitude of intention in working as accountant depends on intrinsic motivation (Bagley et al, 2012), images (Jackling et al, 2012) and parental influences (Anis & Hanafi, 2015;Law & Yuen, 2012). These earlier studies showed that there were great factors influencing the intention of becoming accountants.…”

mentioning

confidence: 99%

Accounting Knowledge as a Contributing Intention on Improving Public Accounting Profession

Alimbudiono¹

2020

JAFEB

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Public accountant profile dominated by over-50-year-old people appears to be alarming. The intention towards this profession had better be fostered immediately; therefore, the predictors to boost the intention need to be known. The study examines the influence of accounting knowledge toward the intention to work as public accountant using the Theory of Planned Behavior approach. A survey of 146 students revealed that there was a significantly positive influence of accounting knowledge toward the intention of becoming public accountant, both directly and indirectly, through the mediation of attitudes and perceived behavioral control. Subjective norms did not function as an appropriate mediation. The findings are expected to contribute to universities and professional accounting bodies. The study urges the accounting educators to redesign and reorganize the curriculum, including a more interesting teaching and learning methods. The professional accounting bodies are expected to cooperate with accounting educators in enhancing the internship program and providing real-case study to instill a positive attitude and assurance toward the students' competence, which, in the end, might spark the intention to work as public accountant. That accounting knowledge positively influences the intention toward public accounting profession through the mediation of perceived behavioral control was statistically supported.

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Factors influencing students' choice of an accounting major in Egypt

Cited by 14 publications

References 55 publications

The Role Of Accounting Knowledge In Defining The Career Of A Public Accountant

The Role Of Accounting Knowledge In Defining The Career Of A Public Accountant

Gamifying a Flipped First Year Accounting Classroom Using Kahoot!

Accounting Knowledge as a Contributing Intention on Improving Public Accounting Profession

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