Information Technology in the British and Irish Undergraduate Accounting Degrees

Autor/inn/en	Kotb, Amr; Abdel-Kader, Magdy; Allam, Amir; Halabi, Hussein; Franklin, Ellie
Titel	Information Technology in the British and Irish Undergraduate Accounting Degrees
Quelle	In: Accounting Education, 28 (2019) 5, S.445-464 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kotb, Amr) ORCID (Allam, Amir) ORCID (Halabi, Hussein)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2019.1588135
Schlagwörter	Foreign Countries; Information Technology; Technology Uses in Education; Undergraduate Students; Business Administration Education; Accounting; Employment Potential; Accreditation (Institutions); Barriers; Technology Integration; United Kingdom (Great Britain); Ireland + Suchen Sie Ihr Suchwort? Ausland; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Abrechnung; Buchführung; Buchhaltung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Irland
Abstract	Using an online questionnaire and a series of semi-structured interviews, this study seeks the perceptions of accounting educators and professional accounting bodies in the UK and Ireland on the status quo of technological developments within accounting curricula and the factors influencing this status quo. Findings suggest a fairly widespread view that technological developments represent an important area that should be covered "across" accounting curricula, to expose changes in the marketplace and to enhance the employability of graduates. However, it is still a "peripheral component" in accounting curricula, with no clear agenda for change. Professional accounting bodies seem to play a hegemonic inhibiting role through accreditation requirements although other inhibitors were reported such as lack of competent/interested staff and lack of time/space in already overloaded syllabi. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01