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Accounting Education is a peer-reviewed journal published by Taylor & Francis, covering Accounting Education and Careers, Auditing, Earnings Management, Governance, Accounting and Organizational Management.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Accounting Education 12 (3): 45–58.
Formats any DOI in Accounting Education style. No sign-up. |
| Publishes research in | Accounting Education and Careers Auditing, Earnings Management, Governance Accounting and Organizational Management Management and Marketing Education Innovations in Educational Methods |
| ISSN | 0963-9284 |
| Citation impact (2-yr) | 3 |
| h-index | 85 |
| i10-index | 708 |
| Total citations | 33,787 |
| Article processing charge | $3,175 |
| Top institutions publishing here | RMIT University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This study investigates the emphasis placed on technical and generic skills developed during undergraduate accounting courses from both the graduate and employer perspective. It is motivated by two issues. First, calls by the accounting profession and international education committees regarding the professional adequacy of graduates. Second, by the challenge facing educators and professional bodies to…
This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away…
Since the mid-1980s, professional accounting bodies, employers of accounting graduates and academics alike have lamented the failure of universities to equip accounting graduates with the competencies required for the modern business environment. Changes to accounting education have been made but the gap between the competencies which employers expect—and perceive—accounting graduates to possess has not previously…
In recent years, broad evaluations of higher education in several countries have called for a greater degree of deep learning (i.e. learning with understanding) relative to surface learning (i.e. rote learning). These concepts, having been developed in the 1970s and 1980s, are now well established in the higher education literature. However, to a large extent,…
Developing deep approaches to learning is claimed to enhance students' engagement with their subject material and result in improved analytical and conceptual thinking skills. Numerous calls have been made for accounting educators to adopt strategies that produce such results. This paper reports on changes to the learning environment centring on the introduction of group learning…
