Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, , 289 - 308, 15.05.2018
https://doi.org/10.24289/ijsser.412430

Öz

Kaynakça

  • Apostolou, B., Dorminey, J. W., Hassell, J. M., & Rebele, J. E. (2014). A summary and analysis of education research in accounting information systems (AIS). Journal of Accounting Education, 32(2), 99-112.
  • Apostolou, B., Dorminey, J. W., Hassell, J. M., & Rebele, J. E. (2015). Accounting education literature review (2013–2014). Journal of Accounting Education, 33(2), 69-127.
  • Apostolou, B., Dull, R. B., & Schleifer, L. L. (2013). A framework for the pedagogy of accounting ethics. Accounting Education, 22(1), 1-17.
  • Apostolou, B., Hassell, J. M., Rebele, J. E., & Watson, S. F. (2010). Accounting education literature review (2006–2009). Journal of Accounting Education, 28(3), 145-197.
  • Apostolou, B., Watson, S. F., Hassell, J. M., & Webber, S. A. (2001). Accounting education literature review (1997–1999). Journal of Accounting Education, 19(1), 1-61.
  • Bauer, M. W. (2000). Classical content analysis: A review. Qualitative researching with text, image and sound, 131-151.
  • Bible, L., Simkin, M. G., & Kuechler, W. L. (2008). Using multiple-choice tests to evaluate students' understanding of accounting. Accounting Education: an international journal, 17(S1), S55-S68.
  • Blanthorne, C., Kovar, S. E., & Fisher, D. G. (2007). Accounting educators' opinions about ethics in the curriculum: An extensive view. Issues in Accounting Education, 22(3), 355-390.
  • Blayney, P., & Freeman, M. (2008). Individualised interactive formative assessments to promote independent learning. Journal of Accounting Education, 26(3), 155-165.
  • Boyd, D. T., Boyd, S. C., & Boyd, W. L. (2000). Changes in accounting education: Improving principles content for better understanding. Journal of Education for Business, 76(1), 36-42.
  • Bui, B., & Porter, B. (2010). The expectation-performance gap in accounting education: An exploratory study. Accounting Education: an international journal, 19(1-2), 23-50.
  • Calk, R., Alt, K., Mills, S. K., & Oliver, R. (2007). The effective delivery of a streaming video course lecture. Accounting Education: an international journal, 16(1), 81-93.
  • Carvalho, L. N., & Salotti, B. M. (2012). Adoption of IFRS in Brazil and the consequences to accounting education. Issues in Accounting Education, 28(2), 235-242.
  • Chen, T. T. (2013). A comparative study of what accounting employers in the United States and Hong Kong expect: Implications for curriculum and pedagogical design. Global Perspectives on Accounting Education, 10, 123.
  • Chen, T. T. (2014). A Comparative Review of the Need for Accounting Education Change in Selected Countries Advances in Accounting Education: Teaching and Curriculum Innovations (pp. 103-123): Emerald Group Publishing Limited.
  • Coetzee, S. A., & Schmulian, A. (2012a). A critical analysis of the pedagogical approach employed in an introductory course to IFRS. Issues in Accounting Education, 27(1), 83-100.
  • Coetzee, S. A., & Schmulian, A. (2012b). The effect of IFRS adoption on financial reporting pedagogy in South Africa. Issues in Accounting Education, 28(2), 243-251.
  • Cohen, L. (2007). Experiments, quasi-experiments, single-case research and meta-analysis (Cohen, L., Manion, L., & Morrison, K. in Eds) Research methods in education.(6th eds.): London: Routledge Falmer.
  • Doran, J., Healy, M., McCutcheon, M., & O'Callaghan, S. (2011). Adapting case-based teaching to large class settings: an action research approach. Accounting Education, 20(3), 245-263.
  • Duchac, J. E., & Amoruso, A. J. (2011). A descriptive study of institutional characteristics of the introductory accounting course. Issues in Accounting Education, 27(1), 1-16.
  • Einig, S. (2013). Supporting students' learning: The use of formative online assessments. Accounting Education, 22(5), 425-444.
  • Eng, L. L., Lea, B.-R., & Cai, R. (2014). Use of clickers for assurance of learning in introductory financial accounting Advances in Accounting Education: Teaching and Curriculum Innovations (pp. 269-291): Emerald Group Publishing Limited.
  • Fatemi, D. J., Marquis, L., & Wasan, S. (2015). Student Performance in Intermediate Accounting: A Comparison of the Effectiveness of Online and Manual Homework Assignments. The Accounting Educators' Journal, 24.
  • Fleischman, R. K., & Schuele, K. (2006). Green accounting: A primer. Journal of Accounting Education, 24(1), 35-66.
  • Fogarty, T. J., & Hogan, B. (2009). Student perceptions of faculty instructional value-added: a new measure and exploratory empirical evidence. Global Perspectives on Accounting Education, 6, 53.
  • Ghaffari, F., Kyriacou, O., & Brennan, R. (2008). Exploring the implementation of ethics in UK accounting programs. Issues in Accounting Education, 23(2), 183-198.
  • Gordon, I. M. (2011). Lessons to be learned: An examination of Canadian and US financial accounting and auditing textbooks for ethics/governance coverage. Journal of Business Ethics, 101(1), 29-47.
  • Hahn, W., Fairchild, C., & Dowis, W. B. (2013). Online homework managers and intelligent tutoring systems: A study of their impact on student learning in the introductory financial accounting classroom. Issues in Accounting Education, 28(3), 513-535. Helliar, C. (2013). The global challenge for accounting education. Accounting Education, 22(6), 510-521.
  • Hodgdon, C., Hughes, S. B., & Street, D. L. (2011). Framework-based teaching of IFRS judgements. Accounting Education, 20(4), 415-439.
  • Humphrey, C. (2005). ‘In the aftermath of crisis: Reflections on the principles, values and significance of academic inquiry in accounting’: Introduction. European Accounting Review, 14(2), 341-351.
  • Jackling, B., & De Lange, P. (2009). Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education: an international journal, 18(4-5), 369-385.
  • Jackling, B., de Lange, P. A., & Natoli, R. (2012). Transitioning to IFRS in Australian classrooms: Impact on teaching approaches. Issues in Accounting Education, 28(2), 263-275.
  • Jermakowicz, E. K., & Hayes, R. D. (2011). Framework-based teaching of IFRS: the Case of Deutsche Bank. Accounting Education, 20(4), 373-385.
  • Johnson, S., Schmidt, B., Teeter, S., & Henage, J. (2008). Using the Albrecht and Sack study to guide curriculum decisions Advances in Accounting Education (pp. 251-266): Emerald Group Publishing Limited.
  • Jones, S. H., & Wright, M. (2012). Does Cognitive Style Affect Performance on Accounting Examination Questions? Global Perspectives on Accounting Education, 9, 31.
  • Langmead, J. M., Sedaghat, A. M., & Unger, M. L. (2010). Incorporating international accounting into the MBA curriculum: Exploring implications of the financial reporting crisis of 2001–2009. Journal of Teaching in International Business, 21(2), 132-152.
  • Liu, C. Z., Rowe, B. J., Serrett, R., & Shelton, M. L. (2013). Leveling the playing field: Can students succeed in highly technical business courses delivered online? Global Perspectives on Accounting Education, 10, 135.
  • Lusher, A., Huber, M. M., & Valencia, J. M. (2012). Empirical evidence regarding the relationship between the computerized classroom and student performance in introductory accounting. The Accounting Educators' Journal, 22.
  • Malgwi, C. A. (2006). Discerning Accounting and Non-Accounting Students' Perceptions in the First Course in Accounting as a Proxy for Separate Course Delivery. Global Perspectives on Accounting Education, 3, 67.
  • Manganaris, P., & Spathis, C. (2012). Greek students’ perceptions of an introductory accounting course and the accounting profession Advances in Accounting Education: Teaching and Curriculum Innovations (pp. 59-85): Emerald Group Publishing Limited.
  • Mangion, D. (2006). Undergraduate education in social and environmental accounting in Australian universities. Accounting Education: an international journal, 15(3), 335-348.
  • Mattar, D. M., & El Khoury, R. M. (2014). Identical instructor, different teaching methodologies: Contrasting outcomes Advances in Accounting Education: Teaching and curriculum innovations (pp. 193-212): Emerald Group Publishing Limited.
  • Mauldin, S., Zachry, B., & Morris, J. L. (2006). Does student work experience affect CPA firm recruiting decisions? The Accounting Educators' Journal, 16.
  • McDuffie, R. S., & Smith, L. M. (2006). Impact of an audit reporting expert system on learning performance: a teaching note. Accounting Education: an international journal, 15(01), 89-102.
  • Miller, K. C., Stocks, M. H., & Proctor, T. Y. (2010). Publishing and utilizing relevant research in accounting: The impact on the perception of effective teaching Advances in Accounting Education (pp. 221-246): Emerald Group Publishing Limited.
  • Moustafa, E., & Aljifri, K. (2009). Enhancing Students' Performance in Managerial Accounting. The Accounting Educators' Journal, 19.
  • Munter, P., & Reckers, P. M. (2010). Uncertainties and budget shortfalls hamper curriculum progress on IFRS. Issues in Accounting Education, 25(2), 189-198.
  • Nie, P., Collins, A. B., & Wang, S. (2013). China's Progress with IFRS Convergence: Interviews with Chinese Professors. Issues in Accounting Education, 28(2), 277-290.
  • Paisey, C., & Paisey, N. J. (2004). An analysis of accounting education research in accounting education: an international journal–1992–2001. Accounting Education, 13(1), 69-99.
  • Perera, L., Nguyen, H., & Watty, K. (2014). Formative feedback through summative tutorial-based assessments: The relationship to student performance. Accounting Education, 23(5), 424-442.
  • Phillips, F., & Wolcott, S. (2014). Effects of interspersed versus summary feedback on the quality of students' case report revisions. Accounting Education, 23(2), 174-190.
  • Ravenscroft, S., & Williams, P. F. (2005). Rules, rogues, and risk assessors: Academic responses to Enron and other accounting scandals. European Accounting Review, 14(2), 363-372.
  • Ravenscroft*, S., & Williams, P. F. (2004). Considering accounting education in the USA post-Enron. Accounting Education, 13(sup1), 7-23.
  • Rebele, J. E., Apostolou, B. A., Buckless, F. A., Hassell, J. M., Paquette, L. R., & Stout, D. E. (1998a). Accounting education literature review (1991–1997), part I: Curriculum and instructional approaches. Journal of Accounting Education, 16(1), 1-51.
  • Rebele, J. E., Apostolou, B. A., Buckless, F. A., Hassell, J. M., Paquette, L. R., & Stout, D. E. (1998b). Accounting education literature review (1991–1997), part II: students, educational technology, assessment and faculty issues. Journal of Accounting Education, 16(2), 179-245.
  • Rebele, J. E., & Tiller, M. G. (1986). Empirical research in accounting education: A review and evaluation. Research in accounting education, 1-54.
  • Shawver, T. J. (2006). An exploratory study assessing the effectiveness of a professional responsibility course. Global Perspectives on Accounting Education, 3(1), 4.
  • Simons, K. A., & Riley, T. J. (2014). Communication Apprehension in Accounting Majors: Synthesis of Relevant Studies, Intervention Techniques, and Directions for Future Research Advances in Accounting Education: Teaching and Curriculum Innovations (pp. 1-32): Emerald Group Publishing Limited.
  • Sin, S., & McGuigan, N. (2013). Fit for purpose: A framework for developing and assessing complex graduate attributes in a changing higher education environment. Accounting Education, 22(6), 522-543.
  • Siriwardane, H. P., & Durden, C. H. (2014). The communication skills of accountants: what we know and the gaps in our knowledge. Accounting Education, 23(2), 119-134.
  • Smith, G. S., & Crumbley, D. L. (2009). How divergent are pedagogical views toward the fraud/forensic accounting curriculum? Global Perspectives on Accounting Education, 6, 1.
  • Stolowy, H. (2005). Nothing like the Enron affair could happen in France (!). European Accounting Review, 14(2), 405-415.
  • Stone, G., Fiedler, B. A., & Kandunias, C. (2014). Harnessing Facebook for student engagement in accounting education: Guiding principles for accounting students and educators. Accounting Education, 23(4), 295-321.
  • Tan, A., Chatterjee, B., & Bolt, S. (2014). The rigour of IFRS education in the USA: Analysis, reflection and innovativeness. Accounting Education, 23(1), 54-70.
  • Thomas, J. (2009). Convergence: Businesses and business schools prepare for IFRS. Issues in Accounting Education, 24(3), 369-376.
  • Tinkelman, D., Venuti, E., & Schain, L. (2013). Disparate Methods of Combining Test and Assignment Scores into Course Grades. Global Perspectives on Accounting Education, 10, 61.
  • Uysal, Ö. Ö. (2010). Business ethics research with an accounting focus: A bibliometric analysis from 1988 to 2007. Journal of Business Ethics, 93(1), 137-160.
  • Watson, S. F., Apostolou, B., Hassell, J. M., & Webber, S. A. (2003). Accounting education literature review (2000–2002). Journal of Accounting Education, 21(4), 267-325.
  • Watson, S. F., Apostolou, B., Hassell, J. M., & Webber, S. A. (2007). Accounting education literature review (2003–2005). Journal of Accounting Education, 25(1), 1-58.
  • Welton, R. E., & Guffey, D. M. (2009). Transitory or persistent? The effects of classroom ethics interventions: A longitudinal study. Accounting Education: an international journal, 18(3), 273-289.
  • Wynn-Williams, K., Whiting, R. H., & Adler, R. W. (2008). The influence of business case studies on learning styles: An empirical investigation. Accounting Education: an international journal, 17(2), 113-128.
  • Zhu, H., Rich, K. T., Michenzi, A. R., & Cherubini, J. (2011). User-oriented IFRS education in introductory accounting at US academic institutions: current status and influencing factors. Issues in Accounting Education, 26(4), 725-750.

Research and trends in accounting education from 2009 to 2016: A content analysis of publication in selected journals

Yıl 2018, , 289 - 308, 15.05.2018
https://doi.org/10.24289/ijsser.412430

Öz

This review of accounting education literature
and content analysis includes 516 articles published over eight-year period,
2009-2016, in nine accounting journals which are pressed in worldwide and
Turkey. The main purpose of this paper is to organize and summarize most recent
focal points of accounting education literature. The data were examined via
content analysis and presented using descriptive statistical methods. We
categorized the literature into five sections corresponding to traditional
lines of inquiry (curricular issues, learning and assessment, educational
technology, issues about faculty and students). According to the results,
"assurance of learning and assessment" and "curricular
issues" were the topics mostly focused on in the articles. Also moving in
the same direction with the dynamism of financial world; auditing, ethical
issues and fraud gain more importance.

Kaynakça

  • Apostolou, B., Dorminey, J. W., Hassell, J. M., & Rebele, J. E. (2014). A summary and analysis of education research in accounting information systems (AIS). Journal of Accounting Education, 32(2), 99-112.
  • Apostolou, B., Dorminey, J. W., Hassell, J. M., & Rebele, J. E. (2015). Accounting education literature review (2013–2014). Journal of Accounting Education, 33(2), 69-127.
  • Apostolou, B., Dull, R. B., & Schleifer, L. L. (2013). A framework for the pedagogy of accounting ethics. Accounting Education, 22(1), 1-17.
  • Apostolou, B., Hassell, J. M., Rebele, J. E., & Watson, S. F. (2010). Accounting education literature review (2006–2009). Journal of Accounting Education, 28(3), 145-197.
  • Apostolou, B., Watson, S. F., Hassell, J. M., & Webber, S. A. (2001). Accounting education literature review (1997–1999). Journal of Accounting Education, 19(1), 1-61.
  • Bauer, M. W. (2000). Classical content analysis: A review. Qualitative researching with text, image and sound, 131-151.
  • Bible, L., Simkin, M. G., & Kuechler, W. L. (2008). Using multiple-choice tests to evaluate students' understanding of accounting. Accounting Education: an international journal, 17(S1), S55-S68.
  • Blanthorne, C., Kovar, S. E., & Fisher, D. G. (2007). Accounting educators' opinions about ethics in the curriculum: An extensive view. Issues in Accounting Education, 22(3), 355-390.
  • Blayney, P., & Freeman, M. (2008). Individualised interactive formative assessments to promote independent learning. Journal of Accounting Education, 26(3), 155-165.
  • Boyd, D. T., Boyd, S. C., & Boyd, W. L. (2000). Changes in accounting education: Improving principles content for better understanding. Journal of Education for Business, 76(1), 36-42.
  • Bui, B., & Porter, B. (2010). The expectation-performance gap in accounting education: An exploratory study. Accounting Education: an international journal, 19(1-2), 23-50.
  • Calk, R., Alt, K., Mills, S. K., & Oliver, R. (2007). The effective delivery of a streaming video course lecture. Accounting Education: an international journal, 16(1), 81-93.
  • Carvalho, L. N., & Salotti, B. M. (2012). Adoption of IFRS in Brazil and the consequences to accounting education. Issues in Accounting Education, 28(2), 235-242.
  • Chen, T. T. (2013). A comparative study of what accounting employers in the United States and Hong Kong expect: Implications for curriculum and pedagogical design. Global Perspectives on Accounting Education, 10, 123.
  • Chen, T. T. (2014). A Comparative Review of the Need for Accounting Education Change in Selected Countries Advances in Accounting Education: Teaching and Curriculum Innovations (pp. 103-123): Emerald Group Publishing Limited.
  • Coetzee, S. A., & Schmulian, A. (2012a). A critical analysis of the pedagogical approach employed in an introductory course to IFRS. Issues in Accounting Education, 27(1), 83-100.
  • Coetzee, S. A., & Schmulian, A. (2012b). The effect of IFRS adoption on financial reporting pedagogy in South Africa. Issues in Accounting Education, 28(2), 243-251.
  • Cohen, L. (2007). Experiments, quasi-experiments, single-case research and meta-analysis (Cohen, L., Manion, L., & Morrison, K. in Eds) Research methods in education.(6th eds.): London: Routledge Falmer.
  • Doran, J., Healy, M., McCutcheon, M., & O'Callaghan, S. (2011). Adapting case-based teaching to large class settings: an action research approach. Accounting Education, 20(3), 245-263.
  • Duchac, J. E., & Amoruso, A. J. (2011). A descriptive study of institutional characteristics of the introductory accounting course. Issues in Accounting Education, 27(1), 1-16.
  • Einig, S. (2013). Supporting students' learning: The use of formative online assessments. Accounting Education, 22(5), 425-444.
  • Eng, L. L., Lea, B.-R., & Cai, R. (2014). Use of clickers for assurance of learning in introductory financial accounting Advances in Accounting Education: Teaching and Curriculum Innovations (pp. 269-291): Emerald Group Publishing Limited.
  • Fatemi, D. J., Marquis, L., & Wasan, S. (2015). Student Performance in Intermediate Accounting: A Comparison of the Effectiveness of Online and Manual Homework Assignments. The Accounting Educators' Journal, 24.
  • Fleischman, R. K., & Schuele, K. (2006). Green accounting: A primer. Journal of Accounting Education, 24(1), 35-66.
  • Fogarty, T. J., & Hogan, B. (2009). Student perceptions of faculty instructional value-added: a new measure and exploratory empirical evidence. Global Perspectives on Accounting Education, 6, 53.
  • Ghaffari, F., Kyriacou, O., & Brennan, R. (2008). Exploring the implementation of ethics in UK accounting programs. Issues in Accounting Education, 23(2), 183-198.
  • Gordon, I. M. (2011). Lessons to be learned: An examination of Canadian and US financial accounting and auditing textbooks for ethics/governance coverage. Journal of Business Ethics, 101(1), 29-47.
  • Hahn, W., Fairchild, C., & Dowis, W. B. (2013). Online homework managers and intelligent tutoring systems: A study of their impact on student learning in the introductory financial accounting classroom. Issues in Accounting Education, 28(3), 513-535. Helliar, C. (2013). The global challenge for accounting education. Accounting Education, 22(6), 510-521.
  • Hodgdon, C., Hughes, S. B., & Street, D. L. (2011). Framework-based teaching of IFRS judgements. Accounting Education, 20(4), 415-439.
  • Humphrey, C. (2005). ‘In the aftermath of crisis: Reflections on the principles, values and significance of academic inquiry in accounting’: Introduction. European Accounting Review, 14(2), 341-351.
  • Jackling, B., & De Lange, P. (2009). Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education: an international journal, 18(4-5), 369-385.
  • Jackling, B., de Lange, P. A., & Natoli, R. (2012). Transitioning to IFRS in Australian classrooms: Impact on teaching approaches. Issues in Accounting Education, 28(2), 263-275.
  • Jermakowicz, E. K., & Hayes, R. D. (2011). Framework-based teaching of IFRS: the Case of Deutsche Bank. Accounting Education, 20(4), 373-385.
  • Johnson, S., Schmidt, B., Teeter, S., & Henage, J. (2008). Using the Albrecht and Sack study to guide curriculum decisions Advances in Accounting Education (pp. 251-266): Emerald Group Publishing Limited.
  • Jones, S. H., & Wright, M. (2012). Does Cognitive Style Affect Performance on Accounting Examination Questions? Global Perspectives on Accounting Education, 9, 31.
  • Langmead, J. M., Sedaghat, A. M., & Unger, M. L. (2010). Incorporating international accounting into the MBA curriculum: Exploring implications of the financial reporting crisis of 2001–2009. Journal of Teaching in International Business, 21(2), 132-152.
  • Liu, C. Z., Rowe, B. J., Serrett, R., & Shelton, M. L. (2013). Leveling the playing field: Can students succeed in highly technical business courses delivered online? Global Perspectives on Accounting Education, 10, 135.
  • Lusher, A., Huber, M. M., & Valencia, J. M. (2012). Empirical evidence regarding the relationship between the computerized classroom and student performance in introductory accounting. The Accounting Educators' Journal, 22.
  • Malgwi, C. A. (2006). Discerning Accounting and Non-Accounting Students' Perceptions in the First Course in Accounting as a Proxy for Separate Course Delivery. Global Perspectives on Accounting Education, 3, 67.
  • Manganaris, P., & Spathis, C. (2012). Greek students’ perceptions of an introductory accounting course and the accounting profession Advances in Accounting Education: Teaching and Curriculum Innovations (pp. 59-85): Emerald Group Publishing Limited.
  • Mangion, D. (2006). Undergraduate education in social and environmental accounting in Australian universities. Accounting Education: an international journal, 15(3), 335-348.
  • Mattar, D. M., & El Khoury, R. M. (2014). Identical instructor, different teaching methodologies: Contrasting outcomes Advances in Accounting Education: Teaching and curriculum innovations (pp. 193-212): Emerald Group Publishing Limited.
  • Mauldin, S., Zachry, B., & Morris, J. L. (2006). Does student work experience affect CPA firm recruiting decisions? The Accounting Educators' Journal, 16.
  • McDuffie, R. S., & Smith, L. M. (2006). Impact of an audit reporting expert system on learning performance: a teaching note. Accounting Education: an international journal, 15(01), 89-102.
  • Miller, K. C., Stocks, M. H., & Proctor, T. Y. (2010). Publishing and utilizing relevant research in accounting: The impact on the perception of effective teaching Advances in Accounting Education (pp. 221-246): Emerald Group Publishing Limited.
  • Moustafa, E., & Aljifri, K. (2009). Enhancing Students' Performance in Managerial Accounting. The Accounting Educators' Journal, 19.
  • Munter, P., & Reckers, P. M. (2010). Uncertainties and budget shortfalls hamper curriculum progress on IFRS. Issues in Accounting Education, 25(2), 189-198.
  • Nie, P., Collins, A. B., & Wang, S. (2013). China's Progress with IFRS Convergence: Interviews with Chinese Professors. Issues in Accounting Education, 28(2), 277-290.
  • Paisey, C., & Paisey, N. J. (2004). An analysis of accounting education research in accounting education: an international journal–1992–2001. Accounting Education, 13(1), 69-99.
  • Perera, L., Nguyen, H., & Watty, K. (2014). Formative feedback through summative tutorial-based assessments: The relationship to student performance. Accounting Education, 23(5), 424-442.
  • Phillips, F., & Wolcott, S. (2014). Effects of interspersed versus summary feedback on the quality of students' case report revisions. Accounting Education, 23(2), 174-190.
  • Ravenscroft, S., & Williams, P. F. (2005). Rules, rogues, and risk assessors: Academic responses to Enron and other accounting scandals. European Accounting Review, 14(2), 363-372.
  • Ravenscroft*, S., & Williams, P. F. (2004). Considering accounting education in the USA post-Enron. Accounting Education, 13(sup1), 7-23.
  • Rebele, J. E., Apostolou, B. A., Buckless, F. A., Hassell, J. M., Paquette, L. R., & Stout, D. E. (1998a). Accounting education literature review (1991–1997), part I: Curriculum and instructional approaches. Journal of Accounting Education, 16(1), 1-51.
  • Rebele, J. E., Apostolou, B. A., Buckless, F. A., Hassell, J. M., Paquette, L. R., & Stout, D. E. (1998b). Accounting education literature review (1991–1997), part II: students, educational technology, assessment and faculty issues. Journal of Accounting Education, 16(2), 179-245.
  • Rebele, J. E., & Tiller, M. G. (1986). Empirical research in accounting education: A review and evaluation. Research in accounting education, 1-54.
  • Shawver, T. J. (2006). An exploratory study assessing the effectiveness of a professional responsibility course. Global Perspectives on Accounting Education, 3(1), 4.
  • Simons, K. A., & Riley, T. J. (2014). Communication Apprehension in Accounting Majors: Synthesis of Relevant Studies, Intervention Techniques, and Directions for Future Research Advances in Accounting Education: Teaching and Curriculum Innovations (pp. 1-32): Emerald Group Publishing Limited.
  • Sin, S., & McGuigan, N. (2013). Fit for purpose: A framework for developing and assessing complex graduate attributes in a changing higher education environment. Accounting Education, 22(6), 522-543.
  • Siriwardane, H. P., & Durden, C. H. (2014). The communication skills of accountants: what we know and the gaps in our knowledge. Accounting Education, 23(2), 119-134.
  • Smith, G. S., & Crumbley, D. L. (2009). How divergent are pedagogical views toward the fraud/forensic accounting curriculum? Global Perspectives on Accounting Education, 6, 1.
  • Stolowy, H. (2005). Nothing like the Enron affair could happen in France (!). European Accounting Review, 14(2), 405-415.
  • Stone, G., Fiedler, B. A., & Kandunias, C. (2014). Harnessing Facebook for student engagement in accounting education: Guiding principles for accounting students and educators. Accounting Education, 23(4), 295-321.
  • Tan, A., Chatterjee, B., & Bolt, S. (2014). The rigour of IFRS education in the USA: Analysis, reflection and innovativeness. Accounting Education, 23(1), 54-70.
  • Thomas, J. (2009). Convergence: Businesses and business schools prepare for IFRS. Issues in Accounting Education, 24(3), 369-376.
  • Tinkelman, D., Venuti, E., & Schain, L. (2013). Disparate Methods of Combining Test and Assignment Scores into Course Grades. Global Perspectives on Accounting Education, 10, 61.
  • Uysal, Ö. Ö. (2010). Business ethics research with an accounting focus: A bibliometric analysis from 1988 to 2007. Journal of Business Ethics, 93(1), 137-160.
  • Watson, S. F., Apostolou, B., Hassell, J. M., & Webber, S. A. (2003). Accounting education literature review (2000–2002). Journal of Accounting Education, 21(4), 267-325.
  • Watson, S. F., Apostolou, B., Hassell, J. M., & Webber, S. A. (2007). Accounting education literature review (2003–2005). Journal of Accounting Education, 25(1), 1-58.
  • Welton, R. E., & Guffey, D. M. (2009). Transitory or persistent? The effects of classroom ethics interventions: A longitudinal study. Accounting Education: an international journal, 18(3), 273-289.
  • Wynn-Williams, K., Whiting, R. H., & Adler, R. W. (2008). The influence of business case studies on learning styles: An empirical investigation. Accounting Education: an international journal, 17(2), 113-128.
  • Zhu, H., Rich, K. T., Michenzi, A. R., & Cherubini, J. (2011). User-oriented IFRS education in introductory accounting at US academic institutions: current status and influencing factors. Issues in Accounting Education, 26(4), 725-750.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Merve Acar

Rafet Aktaş

Yayımlanma Tarihi 15 Mayıs 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Acar, M., & Aktaş, R. (2018). Research and trends in accounting education from 2009 to 2016: A content analysis of publication in selected journals. International Journal of Social Sciences and Education Research, 4(2), 289-308. https://doi.org/10.24289/ijsser.412430
AMA Acar M, Aktaş R. Research and trends in accounting education from 2009 to 2016: A content analysis of publication in selected journals. International Journal of Social Sciences and Education Research. Nisan 2018;4(2):289-308. doi:10.24289/ijsser.412430
Chicago Acar, Merve, ve Rafet Aktaş. “Research and Trends in Accounting Education from 2009 to 2016: A Content Analysis of Publication in Selected Journals”. International Journal of Social Sciences and Education Research 4, sy. 2 (Nisan 2018): 289-308. https://doi.org/10.24289/ijsser.412430.
EndNote Acar M, Aktaş R (01 Nisan 2018) Research and trends in accounting education from 2009 to 2016: A content analysis of publication in selected journals. International Journal of Social Sciences and Education Research 4 2 289–308.
IEEE M. Acar ve R. Aktaş, “Research and trends in accounting education from 2009 to 2016: A content analysis of publication in selected journals”, International Journal of Social Sciences and Education Research, c. 4, sy. 2, ss. 289–308, 2018, doi: 10.24289/ijsser.412430.
ISNAD Acar, Merve - Aktaş, Rafet. “Research and Trends in Accounting Education from 2009 to 2016: A Content Analysis of Publication in Selected Journals”. International Journal of Social Sciences and Education Research 4/2 (Nisan 2018), 289-308. https://doi.org/10.24289/ijsser.412430.
JAMA Acar M, Aktaş R. Research and trends in accounting education from 2009 to 2016: A content analysis of publication in selected journals. International Journal of Social Sciences and Education Research. 2018;4:289–308.
MLA Acar, Merve ve Rafet Aktaş. “Research and Trends in Accounting Education from 2009 to 2016: A Content Analysis of Publication in Selected Journals”. International Journal of Social Sciences and Education Research, c. 4, sy. 2, 2018, ss. 289-08, doi:10.24289/ijsser.412430.
Vancouver Acar M, Aktaş R. Research and trends in accounting education from 2009 to 2016: A content analysis of publication in selected journals. International Journal of Social Sciences and Education Research. 2018;4(2):289-308.

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