The Effect of the Accounting and Business Curriculums on Creativity

Abstract

This study employs the Torrance Tests of Creative Thinking to investigate the effects of accounting and business curriculums on students' verbal and figurative creativity via the Solomon four-group design. The subjects are accounting and business administration students in Taiwan, where these two curriculums are similar to their counterparts in the U.S.A. The test scores were analyzed with MANOVA and meta-analysis. The results show that the accounting curriculum has not been as effective as the business administration curriculum with respect to both verbal and figurative creativity. These results indicate that in today's dynamic and competitive business environment, the accounting curriculum needs to be redesigned in a variety of aspects regarding creative thinking and problem solving to meet the challenge.

Attitudes and Soft-Skills Acquired from Accounting Internship; Does It Affect the Academic Performance?

“…Most of the previous studies focused on the benefits of the internship program from both students' and employers' perceptions which include the relationship between the internship program, and students' performance, acquisition of knowledge, and improved soft skills. However, the existing literatures also revealed that employers are not satisfied with the employability (or "generic") skills of undergraduate students (Hadiyanto and Ibrahim, 2013;Cheng et al, 2016). Studies highlighted that the existing university curriculum has not sufficiently provided the generic skills such as communication and analytical thinking to students.…”

Thinking Level in Education: A Complete Revision of Anderson’s Taxonomy

“…Students not only create standard work but must be accompanied by innovative ideas. These innovative ideas are very important to form creativity and originality in a work (Cheng et al, 2016;Lince, 2016;Ritter & Mostert, 2017).…”