RETRACTED ARTICLE: Requirements for enhancing the standard of accounting education and its alignment with labor market requirements a case study hospitality and industrial sector in Jordan

Saleh, Mousa Mohammad Abdullah; Jawabreh, Omar; al-Amro, Sameer ahmad hmoud; Saleh, Haneen Mahmoud Ibrahim

doi:10.1080/20430795.2021.1891781

Cited by 9 publications

(7 citation statements)

References 39 publications

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“…In the context of accounting teaching and learning in Jordanian universities, it is essential to incorporate an understanding of the social, economic, cultural and political dimensions of the environment into the curriculum. This comprehensive education prepares students for their future careers, as noted by Morshed (2022) and Saleh et al . (2023).…”

Section: Introductionmentioning

confidence: 87%

Divergence and convergence of salient stakeholders' perceptions toward forensic accounting education: importance, obstacles and pedagogies

Alkhalaileh,

Alshurafat,

Al-Hazaima

2023

JBSED

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PurposeThis research study aims to identify barriers to incorporating forensic accounting into accounting curricula in Jordanian universities. The study examines the differences in perspectives among various accounting education stakeholders, including students, educators and accounting and auditing employees/managers, on forensic accounting education.Design/methodology/approachThe research methodology is quantitative and involves administering a survey questionnaire. The data obtained are analyzed using techniques including t-test analysis, one-way ANOVA and post-hoc.FindingsThe study reveals that educators have a more favorable view toward incorporating forensic accounting into university accounting curricula in Jordan, while accountants and auditors (employees/managers) are more strongly convinced of its importance. Furthermore, the biggest challenge to integrating forensic accounting, as perceived by stakeholders, is the lack of related job opportunities.Practical implicationsThe study significantly contributes to accounting education research by providing valuable information on barriers to incorporating forensic accounting into the accounting curricula of Jordanian educational institutions from the perceptive of various stakeholders. Therefore, this study may assist educators in overcoming obstacles in offering forensic accounting education.Originality/valueThe study carries important implications for the inclusion of forensic accounting in the accounting curricula of Jordanian educational institutions. By comprehending the different viewpoints of various stakeholders, educators and policymakers can address recognized challenges and strive for the effective integration of forensic accounting in accounting curricula. As a result, accounting students will receive a more comprehensive education, and graduates will be better equipped for successful careers in the field.

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Section: Introductionmentioning

confidence: 87%

Divergence and convergence of salient stakeholders' perceptions toward forensic accounting education: importance, obstacles and pedagogies

Alkhalaileh,

Alshurafat,

Al-Hazaima

2023

JBSED

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“…Yet, expecting to enhance the quality and compatibility of accounting education should be related to market requirements. Accounting education issues are discussed in particular accreditation programs and management of the academic sphere in practice (Saleh et al ., 2023). For instance, Albrecht and Sack (2001) argued that considering the foreseeable future of accounting education, ongoing graduate training in accounting can prevent potential candidates from pursuing accounting as a career.…”

Section: A Review Of the Related Literaturementioning

confidence: 99%

Temporal changes of compassion in accounting and business students in an English course: a longitudinal study in higher education

Arianpoor,

Yazdanmehr,

Elahi Shirvan

2023

ARA

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PurposeTo measure the dynamic features of compassion as an emotional and behavioral construct, the present research used a univariate latent growth modeling (LGM) approach within the structural equation modeling (SEM) framework. The aim was to trace the dynamic development of compassion longitudinally in accounting and business students during a three-credit English course at university.Design/methodology/approachThe suggested method ensures the measurement invariance over time, deals with the first order latent variable, traces its growth and takes into account the measurement errors. This longitudinal analytical method was used to explore the initial state and the growth of compassion in four points of time during a language course. The data were collected from 60 adult accounting and business students in four time phases using Sprecher and Fehr's Compassionate Love Scale and were analyzed in Mplus 8.4 with univariate LGM.FindingsThe model fit was accepted and the invariance of the latent factor was confirmed over time. The negative covariance between intercept and slope (second-order latent variables) suggested that lower initial scores in L2 learners' compassion show a faster increase in compassion over time as the mean of slope is larger than that of the intercept. L2 learners who started off at a higher level of compassion showed a slower change in compassion over time. This can be at least partly explained by the teacher's motivating role or learners' compassion but needs to be further explored in complementary qualitative phases for deeper insights.Originality/valueIn the present research, awareness was raised of the developmental nature of compassion as an emotional and behavioral construct essential to the accounting and business profession. The great strength of this research lies in the dynamic approach to the compassion construct and the LGM used to capture the temporal growth of compassion and how it evolved through the L2 course.

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“…The study's cross-sectional nature also means that it captures a snapshot of the relationship between financial investment and educational quality at a specific point in time, which may limit the ability to make longitudinal inferences about the sustainability of funding impacts [11][12][13] .…”

Section: Limitations Of the Studymentioning

confidence: 99%

Strategic Financial Investment in Education: Correlating Funding with Quality Outcomes in School

2023

avte

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This comprehensive study investigates the intricate relationship between financial investment in education and the resulting quality of school education. Utilizing a mixed-methods approach, the research delves into financial records and educational outcome data from a diverse sample of 100 schools, supplemented by insightful semistructured interviews with school administrators, teachers, and policymakers. The findings reveal a complex landscape, with substantial disparities in fund allocation across different schools, and a pronounced positive correlation between investment in teacher salaries, professional development, and educational outcomes. Case studies further illuminate the varied financial contexts, showcasing the potential for strategic financial investment to enhance educational quality, even in resource-constrained settings. The study provides empirical evidence to inform policy and practice, advocating for a strategic, efficient, and equitable approach to education funding, with the ultimate aim of fostering an enriching and high-quality learning environment for all students.

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RETRACTED ARTICLE: Requirements for enhancing the standard of accounting education and its alignment with labor market requirements a case study hospitality and industrial sector in Jordan

Cited by 9 publications

References 39 publications

Divergence and convergence of salient stakeholders' perceptions toward forensic accounting education: importance, obstacles and pedagogies

Divergence and convergence of salient stakeholders' perceptions toward forensic accounting education: importance, obstacles and pedagogies

Temporal changes of compassion in accounting and business students in an English course: a longitudinal study in higher education

Strategic Financial Investment in Education: Correlating Funding with Quality Outcomes in School

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