Relevant bibliographies by topics / Accounting students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Accounting students'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Accounting students"

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Pujiyati, Darmi, Muji Mranani, and Faqiatul Mariya Waharini. "DETERMINASI MINAT MAHASISWA AKUNTANSI MEMILIH KARIR MENJADI AKUNTAN PUBLIK." Jurnal Analisis Bisnis Ekonomi 16, no. 2 (October 30, 2018): 75–88. http://dx.doi.org/10.31603/bisnisekonomi.v16i2.2617.

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This study aims to analyze the determination of interest accounting students choose a career to be a public accountant. Data in this research is primary data. The population used in this study are S1 accounting students at the Muhammadiyah University of Magelang and Ahmad Dahlan University. This study uses a quantitative approach, in which the research is in the form of associative research with the type of causality. The sample of this research is 165 students by using purposive sampling technique. The questionnaire returned and met the criteria of 149 copies. The results of this study indicate that the percentage of the effect of labor market considerations, professional recognition, social values, work environment, personalities and financial rewards can explain the interest of accounting students to choose a career as a public accountant. The variables of labor market consideration, professional recognition, social values, work environment, personality and financial reward can explain the interest of accounting students to choose a career as a public accountant and this research model can be said to be good (fit). Test results show that labor market considerations, professional recognition, work environment and personality have a positive effect on accounting student's interest in choosing a career as a public accountant. While social values ​​and financial rewards do not positively affect the interests of accounting students choose a career to be a public accountant.
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Durso, Samuel de Oliveira, Luciane Reginato, and Edgard Cornacchione. "GAMIFICATION IN ACCOUNTING AND STUDENTS’ SKILLSET." Advances in Scientific and Applied Accounting 12, no. 3 (December 31, 2019): 079–100. http://dx.doi.org/10.14392/asaa.2019120305.

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Tomczyk, Stephen, and Anne Rich. "Introducing Forensic Accounting In The Intermediate Accounting Class." Journal of Business Case Studies (JBCS) 5, no. 1 (June 24, 2011): 29. http://dx.doi.org/10.19030/jbcs.v5i1.4691.

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Students are introduced to the variety of accounting careers in their financial accounting courses. By the time students select a major, they begin to focus on career options. Students often find themselves fascinated whenever any area of forensic accounting is discussed. This paper provides a brief overview of forensic accounting as well as a case that can be useful in the intermediate accounting class to highlight the role of the forensic accountant.
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Marsintauli, Frihardina, Roni Patar Situmorang, and Susi Ratna Suminar. "Understanding the Drivers’ Factors for Choosing an Accounting Student’s Career as A Professional Accountant." Business Economic, Communication, and Social Sciences (BECOSS) Journal 4, no. 2 (May 31, 2022): 133–44. http://dx.doi.org/10.21512/becossjournal.v4i2.8450.

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A career is a person's main goal in obtaining education in the field of interest. Students who choose an accounting major certainly want to have a career related to accounting. However, a student's choice of major may not be following the career he is involved in. This research examines the effect of intrinsic value, career prospects, labor market considerations, work environment, financial rewards, and individuals on the career selection of accounting students as a public accounting profession. The object of this research is undergraduate accounting students at Binus Online Learning. The sampling technique used is the Slovin technique, with a total sample of 171 respondents. Data collection techniques were taken by distributing questionnaires using Google Form Link and distributed through electronic media. The analytical method used is Multiple Linear Regression analysis with the SPSS analysis tool. The result showed that the variables of intrinsic value, career prospects, labor market considerations, work environment, financial rewards, and individuals have a significant effect on the career choices of accounting students to become public accounting profession. With the low attractiveness of the public accounting profession among accounting students themselves, public accounting professional organizations and academics can recommend encouraging students to take the Certified Public Accountant (CPA) exam, namely supporting, and helping students who really intend to have a career as public accountants and encourage them not to change their career choices. The results of this study are input to the university that it is necessary to introduce the accounting profession, students who hear and follow the development of accounting science in the form of seminars or share knowledge from lecturers will provide an overview and motivation for students to choose a career as an accountant
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Ramadhan, Setiawan Budi, and Gunasti Hudiwinarsih. "The accounting students� perception towards accounting professions." Indonesian Accounting Review 5, no. 2 (December 1, 2015): 179. http://dx.doi.org/10.14414/tiar.v5i2.648.

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This study analyzed the perception of accounting students in various accounting profession by considering their characteristics during the courses taken before the end of the class. It aims to determine their profile in accounting. There are five employment sectors that can be registered by the accounting graduates, such as public accountants, management accountants, educator accountants, government accountants and ac-counting services office. It also analyzed their options for the accounting profession by considering the salary factor, professional training factors, professional recognition factor, factor of social values, work environment factors and consideration of the labor market. The data were collected using questionnaires directly distributed to them while they were still taking the courses of Accounting Seminar and Research Metho-dology with a sample of 117 respondents. The data were analyzed using descriptive analysis and methods of Crosstab. The results showed that there is a relationship be-tween age and choice of profession to the subject, and between the genders of choices of profession. Then the main factors considered by the students in the choice of account-ing profession is a factor of professional training, namely training before work, profes-sional recognition is an opportunity to thrive, salary and other salaries, labor market of career path length, work environment, namely pressure of work, and social values and the opportunity to interact with others.
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Arnita, Vina, and Heriyati Chrisna. "Accountings Students Following Test Certification Accounting Yunior Test In Indonesia." Economics, Business and Management Science Journal 2, no. 2 (August 24, 2022): 88–94. http://dx.doi.org/10.34007/ebmsj.v2i2.289.

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This study aims to prove the factors (economic motivation, career motivation, self-competence, degree motivation) that affect accounting students taking the certification test accounting junior in the accounting study program at the Panca Budi Development University, Medan. Type The data in this research process uses primary data where the data is obtained from several respondents virtually by using a questionnaire in the form of Google Forms (GForms). The population used in this study were all students of the study program accounting for the University of Development Panca Budi Medan with a 2017-2019 stamp of 1,564 student. The sample used was 150 students by using the Purposive Sampling. The test results in this study show: (1) economic motivation significant effect on accounting students taking the accounting junior certification test. (2) career motivation has no significant effect on students taking the junior certification test accountancy. (3) self-competence motivation has no effect on students taking the test accounting junior certification. (4) degree motivation has a significant effect on students following accounting junior certification test.
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Setyawardani, Lydia. "PERSEPSI MAHASISWA SENIOR DAN JUNIOR TERHADAP PROFESI AKUNTAN." EKUITAS (Jurnal Ekonomi dan Keuangan) 13, no. 1 (February 2, 2017): 84. http://dx.doi.org/10.24034/j25485024.y2009.v13.i1.2119.

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The purpose of this research is to observe the perception among senior and junior students about accounting profession and the different perception between senior students and junior students regarding accounting profession at regular program in STIESIA Surabaya. This research shows that at regular program, the perception of senior students towards accountant as a profession is lower than junior students. Although the differences are not significant; the research shows that the more senior students get the accounting education, the more they do not like accounting and do not want to have a career as an accountant. It might because the students still do not understand the role the accounting profession play in the environment and accounting profession is not an interesting and doesn’t give them with big salary. But the uniqueness of this research is, the senior students still do not understand that a professional accountant will not work by him or herself. They will always work as team work, and always need the partners or assistants.
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Weli, Weli, and Almatius Setya Marsudi. "The initial accountant competency of final year accounting students." International Journal of Evaluation and Research in Education (IJERE) 11, no. 3 (September 1, 2022): 1534. http://dx.doi.org/10.11591/ijere.v11i3.22575.

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<span lang="EN-US">The development of information technology towards the 4th industrial revolution era brought changes to business processes in various industries, which will eventually have an impact on jobs in the accounting field. Accountants must be adaptable and competent to work as accounting professionals. Therefore, this study aimed to analyze the perceptions of final-year accounting students regarding knowledge competence, soft skills, information technology capabilities, and perceptions of readiness to enter the workforce. It also analyzed whether these competencies affect students' readiness to enter the workforce. In this study, the soft skills competencies are dimensions of intellectual, personal, organizational, internal, and communication competencies, and ethics in accounting. The data was collected using a questionnaire based Google Form given to several universities in Indonesia that were willing to distribute the forms to their accounting students. A descriptive method was used for data and confirmatory factor analysis and data processing was performed with the help of statistical package for the social sciences (SPSS) and partial least squares (SmartPLS) programs. The results showed that soft skills competencies had a higher score compared to accounting and information technology competencies. Furthermore, there was a significant influence between competence and work readiness of accounting students. This study provides information in the preparation of the accounting curriculum to consider various competencies following industry needs.</span>
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Fuentes, Katherine Cáceres. "The Tutorial Action in University Accounting Students." International Journal of Early Childhood Special Education 12, no. 1 (June 30, 2020): 478–87. http://dx.doi.org/10.9756/int-jecse/v12i1.201028.

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Ternberg, Milton G. "BI for accounting students." College & Research Libraries News 46, no. 6 (February 18, 2020): 293–94. http://dx.doi.org/10.5860/crln.46.6.293.

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Dissertations / Theses on the topic "Accounting students"

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Hamilton, Susan Elizabeth. "Accounting for identity : becoming a chartered accountant." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/127.

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This is a qualitative study which draws on the interpretivist tradition to research the processes by which Chartered Accountant (CA) students begin to develop their sense of professional identity. The thesis draws upon recent research on identity in early professional learning, in particular the aspects of becoming and belonging through which people enter into a community of practice. The purpose of the research is to understand the developing professional identity of students of the Institute of Chartered Accountants of Scotland (CA Students). In order to develop this understanding, data gathered at a number of focus groups at which CA Students were the participants, have been analysed. The transcripts from these focus groups are the primary source of data. This was analysed thematically and metaphorically in order to explore the senses that CA Students were making of their own entry into the accountancy profession. The analysis was used inductively to produce a resulting theory which has developed as a Professional Identity Map of the CA Student (PIMCAS). It elaborates the processes that impact on the developing professional identity of the CA Student. The findings of the research illuminate the processes by which CA Students become and belong, in particular marking the influence of the Training Firm and the Individual Values of the CA Student. The notions of becoming and belonging underpin the stories the CA Students tell of how they understand their developing professional identity. The practical implication of the results of this research for the future training of CAs is finally explored.
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Bromberg, Michael David. "An investigation into the differing success rates of management accounting students in professional accounting examinations and undergraduate accounting students studying on cognate courses." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/1335/.

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This dissertation is concerned with the issue that students studying part-time for professional accounting examinations - specifically those in management accounting of the Association of Chartered Certified Accountants (ACCA) - at a London university suffer much higher failure rates than their counterparts taking degrees in Accounting at the same institution, who are entitled to exemptions from many of the professional accounting papers. Utilising the 'Student Approaches to Learning' (SAL) methodology, the differences between the students are examined in terms of factors affecting the presage to learning, the learning process, and the product of learning.
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Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.

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This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed. This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development. The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace. There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
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Jinkens, Robert Carl. "Faculty and student perspectives on the teaching of nontraditional accounting students." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/9023.

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The study explores two research questions: Q1, What teaching methods do four-year accounting faculty use with nontraditional accounting students; and Q2, how effective do accounting faculty and students perceive those methods to be with nontraditional accounting students? Nontraditional students are defmed to be students 25 years of age or older. After interviewing 30 faculty members and surveying 53 students, a variety of different teaching methods were identified. Although, faculty indicated an inclination for lecture, they preferred group work, but did not use it because of time limitations and large class sizes. Further, the younger/traditional students preferred a variety of different teaching methods, while the older/nontraditional students preferred homework. Of particular importance was the finding according to faculty, that the wants and needs of the accounting profession did not correspond with the reasons why students major in accounting. The accounting profession wants and needs people with problem solving skills, an ability to cope with ambiguity, general business knowledge, and interpersonal skills. However, students are majoring in accounting because they want financial security, believe accounting is mathematics, like accounting's procedural nature, and believe accounting is unambiguous. Therefore, to graduate accounting students with wants and needs congruent with those of the accounting profession, accounting schools must either redirect accounting student majors or attract different students to accounting. Also of particular importance, were the differences of opinion by faculty of whether there should be an additional 30 hour educational requirement to become a CPA. While most faculty agreed that the additional education improved professional quality, and some even wanted the requirements made more stringent, perhaps similar to those to become an attorney, a significant and vocal minority of the faculty stated that they were opposed to the additional educational requirement because it would prevent poorer students from majoring in accounting because of the additional cost of the additional education. Finally, there is the issue of competition in the classroom. Most faculty indicated that competition was a fact of life in accounting, that competition needed to be used in the classroom, and that students needed to learn how to cope with it.
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Koeplin, John P. (John Peter). "A Comparison of Cognitive Moral Development of Accounting Students at a Catholic University with Secular University Accounting Students." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278021/.

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Previous research has shown that accountants may be inadequate moral reasoners. Concern over this trend caused the Treadway Commission (1987) and the Accounting Education Change Commission (1990) to call for greater integration of ethics into the student's training. Ponemon and Glazer (1990) found a difference in cognitive moral development (CMD) between accounting students at a public university and a private university with a liberal arts emphasis. This study expands Ponemon and Glazer's research by examining two liberal arts universities, one a private, secular institution and one a Catholic institution. The primary research question asks if Catholic university accounting students manifest greater CMD growth than secular university accounting students. Additionally, this study examines and compares the priority that accounting students from the different institutions place on ethical values versus economic values. It was expected that Catholic university accounting students would manifest both greater CMD growth and a greater concern for ethical values over economic values when compared with non-Catholic university accounting students. The study utilized a two-phase approach. In the first phase, an organizational study of two institutions was made to determine how each strives to integrate moral development into their accounting students' education. In the second phase, lower-division and senior accounting students were given three ethical and values related tasks to complete which propose to measure differences in ethical and economic values.
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McGuigan, N. "A phenomenographic study of students' perceptions of accounting." Thesis, University of the West of England, Bristol, 2017. http://eprints.uwe.ac.uk/29918/.

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Accounting, as a complex social phenomenon, is experienced by individuals in a multitude of ways. A changing professional business landscape coupled with the transforming role of the accountant highlights the need for a broader focus in accounting education. Critics of accounting education have expressed concern that less emphasis should be placed on technical skills and more focus on conceptual understanding and qualities of self-development. To facilitate this, a deeper understanding of how students relate to and contextualise accounting is imperative. Presage has therefore been identified as an area of critical importance to students’ learning. Prior research, predominantly in the sciences has indicated the importance of contrasting contexts in learning. In particular, that of the everyday and academic. As students move from an ‘everyday’ understanding of phenomena to more formalised learning contexts their conceptions of disciplinary concepts may differ significantly from a more ‘authorised’ view. This may result in misconceptions that are difficult to change. Therefore a broader interpretation of and investigation into presage, outside a purely cognitive perspective, is therefore warranted. This study takes a broad and explorative research approach to uncover variations in students’ perceptions of learning accounting. Phenomenography is used as it enables a deep investigation into the lifeworld of others. A flexible research design is created in order to successfully enter and uncover the lived experiences of students when investigating complex social phenomena. This research design and process ‘account’ further advances innovative and practical ways of gaining access to and successfully entering individuals’ lifeworlds when using the phenomenographic research approach. This study uncovers for the first time in accounting education the existence of two central worlds in the learning of introductory accounting: ‘accounting as learnt’ and ‘accounting as lived’. The findings show the ‘accounting as learnt’ world reveals a world in which accounting is perceived as something that needs to be discovered, learnt and acquired. Accounting, in this sense, is externally imposed upon students and they experience difficulty in connecting with accounting. Students struggle with the abstract nature of accounting and as such tend to focus on the concrete. They further search for relation between what they are learning in their formal university accounting education and their more ‘personal’ contexts. In stark contrast, the ‘accounting as lived’ world is a world in which students perceive accounting as familiar and part of their everyday experience. It was found that accounting provides students with future benefit and meets their need for control. Accounting further provides a social connection for students and this is linked with the image and status of accounting. Here, students connect with accounting through the way in which the control and planning aspects of accounting actively shape and play a role in their everyday lives. The findings further show students’ variations in the emphasis on motivation clearly underpin both these worlds, where the learning of accounting is fundamentally shaped by both context and relevance. These two worlds reveal an incredibly diverse and complex reality that exists within students’ studying introductory accounting, providing a new appreciation of student ‘presage’ in accounting education. An alternative pedagogical approach to introductory accounting is proposed that takes into account these two central worlds.
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Becker, Lana L. "Moral Development of Accounting Students: Opportunities and Challenges." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3012.

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Business schools are under scrutiny today as accreditation agencies, professional organizations, and employers hold them accountable for the ethical training of future professionals. This literature review explores how the understanding of Kohlberg’s moral development theory can help accounting educators in their commitment to develop the ethical competencies of students. Lawrence Kohlberg’s stages of moral cognition are explained as well as James Rest’s contributions to the field of moral psychology. This paper synthesizes research findings specifically related to the moral development of accounting students and proposes possible explanations for these results. While the potential to morally develop students of higher education has been established through prior research, today’s accounting educators are challenged to implement research and pedagogical strategies that will enable them to actualize this potential.
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Simpson, Mary Angela. "Exploring accounting students' interaction with their assessment feedback in a UK post-92 university." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19953.

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This thesis offers a holistic insight into the expectations and experiences of university students in relation to academic feedback. The subjects are a diverse group of first year accounting and finance students in a post-92 university. What is identified and examined here is the lifeworld of a student studying within the current politicalised higher education environment. Many assumptions evident in the literature relating to students' attitudes and feelings about feedback are challenged. The approach adopted to develop this research is based on Layder's (1998) 'adaptive theory' combining existing social theory with my empirical data to identify and reconcile the impact of the observable social world on the lived experience of our students. A student's habitus (Bourdieu, 1977) and prior educational experiences often means she is unprepared for university study which results in a difficult and often painful transition. Building strong relationships with peers and academics is one of the most important components of student success, but many academics are often unaware of the reality of these students' lived experiences, neither are they aware of the possible impact the structures, regulations and overall power of the institution can have on students. This research establishes a link between students' pre-conceived ideas and expectations and their transition into university. Failure on the part of the institution to respond and manage students' expectations can lead to growing dissatisfaction with their academic experience which manifests itself in dissatisfaction with assessment, feedback and other aspects of their early experience. When a young, often disadvantaged student attends university she may already have overcome multiple obstacles: poor schooling; poor housing; limited financial resources; and a general lack of higher education knowledge. This research identifies the vast chasm in our understanding of students' needs and expectations. This study challenges the reliability and usefulness of using a broad range of metrics as proxies for learning, student satisfaction and quality assurance during a period when 4 metrics and benchmarks are being used to shape education. The underpinning rhetoric and ideology which informs political decisions is flawed. The study challenges the current performative approach to providing feedback and measuring effectiveness. Contrary to the classical concept of rational economic man many people's choices are restricted to a simple satisficing1 strategy because their academic ambition is bounded by cognitive limits because they have not had access to all the cultural and social capitals which might have shaped their decisions and prepared them for their university experiences differently. Using Pierre Bourdieu's sociological concepts of habitus, capital and disposition (Bourdieu, 1977a), I reposition assessment and feedback within the wider context of the students' life experiences and identify the limitations imposed on these students, first by their past and then by universities' failure to position their higher education provision within a framework in which these adolescents can develop and grow within a suitable supportive environment which recognises and accepts who they actually are. Such an approach to their higher education experiences will begin to redress the issue of feedback in accounting.
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Tewari, Ankur Ratnam. "African female students ‘experiences of introductory accounting modules at Unizulu." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1464.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, South Africa, 2016
Accounting is a male dominated profession historically. Females underperform and are thus dissuaded from taking up this profession. It is hence the need of the hour to understand the educational psychology of female accounting students in higher education. The current study is an attempt to understand this phenomenon and to explore this academic underperformance at UNIZULU. Both qualitative and quantitative methods were used to analyse the data. Primary data were collected from student surveys while secondary data were obtained from the Faculty of Commerce, Administration, and Law (FCAL). Both Likert scale and open-ended questionnaires were used to elicit responses of students. The underperformance of female students was tested with the other help of regression analysis using data supplied from FCAL. Of the various factors affecting underperformance of female students, the three stand-alone causes were: (1) poor command of English language, (2) poor command of Mathematics, and (3) lack of good female role models. In terms of experiences, most African female students felt that they were supported by the lecturers; lecturers were also motivators besides teachers; time management and discipline skills were needed to do well and pass the courses and the presence of female lectures provided impetus to work hard to African female students. On an average, female students underperformed by 1 to 6 percent, compared to male counterparts. The study suggests the following policy recommendations: 1.) A programme of mentorship or supplemental instruction (peer learning) is considered essential for improving subject-related and pervasive (communication and time management) skills of the students; 2.) Additional courses on English and Mathematics need to be added to improve these basic skills of the students; 3.) Enrolment of female students be increased in accounting as per the National Plan for Higher Education, South Africa (Ministry of Education, 2001); and, 4.) An increasing gender sensitive and empowerment role is to be played by the university.
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Lee, Sze-hung, and 李思紅. "Secondary school students' understanding of ethical guidelines in accounting." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227409.

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Books on the topic "Accounting students"

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Dyson, J. R. Accounting for non-accounting students. London: Pitman, 1987.

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Dyson, John Richard. Accounting for non-accounting students. 3rd ed. London: Pitman, 1994.

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Dyson, J. R. Accounting for non-accounting students. 8th ed. Harlow, England: Financial Times Prentice Hall, 2010.

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Dyson, J. R. Accounting for non-accounting students. 3rd ed. London: ELBS with Pitman, 1994.

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Accounting for non-accounting students. 5th ed. Harlow, England: Financial Times Prentice Hall, 2000.

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Dyson, J. R. Accounting for non-accounting students. 2nd ed. London: ELBS with Pitman, 1992.

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Dyson, J. R. Accounting for non-accounting students. 4th ed. Harlow: Financial Times Prentice Hall, 1997.

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Dyson, J. R. Accounting for non-accounting students. 2nd ed. London: Pitman, 1991.

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Dyson, J. R. Accounting for non-accounting students. 2nd ed. London: Pitman, 1991.

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Dyson, J. R. Accounting for non-accounting students. 3rd ed. London: Pitman, 1994.

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Book chapters on the topic "Accounting students"

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Lee, Joan, and Dawn W. Massey. "Putting Ethical Dilemmas on Students’ ‘RADAR’." In Accounting Ethics Education, 183–92. New York, NY : Routledge, 2021. | Series: Routledge studies in accounting: Routledge, 2021. http://dx.doi.org/10.4324/9781003017509-11.

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Mansour, Ebrahim, Sultan Alzyoud, Ruba Abuzaid, and Hashem Alshurafat. "Accounting Students Perspectives of Peer Tutoring." In Explore Business, Technology Opportunities and Challenges ‎After the Covid-19 Pandemic, 308–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08954-1_28.

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Watt, T. A. "Accounting for background variation and constructing a model." In Introductory Statistics for Biology Students, 67–78. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-3166-5_5.

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Watt, T. A. "Accounting for background variation and constructing a model." In Introductory Statistics for Biology Students, 47–56. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-3168-9_5.

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Becker, D’Arcy, and Dawna Drum. "Accounting Students Will Live in the Cloud." In Advances in Intelligent Systems and Computing, 57–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30859-8_6.

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Carreira, Francisco, Rui Silva, Amélia Ferreira da Silva, and Anabela Martins Silva. "Oral Communication Apprehension in Portuguese Accounting Students." In Perspectives and Trends in Education and Technology, 749–64. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5063-5_61.

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Ergün, Kutlu. "Determinants of Positive Financial Behaviors: A Study Among University Students." In Digitalization in Finance and Accounting, 331–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55277-0_29.

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Nagari, P. M., U. Nuraini, D. M. Nuris, and C. G. K. Han. "Accounting students: Our learning style for disruption era." In Urbanizing the Regional Sector to Strengthen Economy and Business to Recover from Recession, 100–107. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003303336-11.

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Najid, Nurul Afzan, Wan Mardyatul Miza Wan Tahir, Suria Fadhillah Md Pauzi, Nurhazrina Mat Rahim, and Mohamad Ridhuan Mat Dangi. "Use of Amazacc Brain Teaser Card for Financial Accounting Classroom: Non-accounting Students." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014), 19–26. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_2.

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Bernardi, Richard A., Evan S. Goetjen, and Jennifer M. Brax. "Whistle-Blowing in the Classroom: The Influence of Students’ Perceptions of Whistleblowers." In Accounting for the Public Interest, 247–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7082-9_12.

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Conference papers on the topic "Accounting students"

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Hanifa, Shofiana, and Abdul Kahar. "Green Accounting: Comprehension of Accounting Students." In International Conference on Economics and Banking. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/iceb-15.2015.23.

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Singh, Ashish, and Gifty Kenetey. "IMPLEMENTATION OF BLOCKCHAIN TECHNOLOGY IN ACCOUNTING: TRIPLE-ENTRY ACCOUNTING." In 18th International Bata Conference for Ph.D. Students and Young Researchers. Tomas Bata University in Zlín, 2022. http://dx.doi.org/10.7441/dokbat.2022.39.

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Srirejeki, Kiky, Agus Faturahman, and Saras Supeno. "Accounting Certifications: Are students aware?" In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.140.

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Mukoyimah, Siti, and Kardiyem. "Academic Hardiness Accounting Education Students." In 2nd International Conference of Strategic Issues on Economics, Business and, Education (ICoSIEBE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220104.013.

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Juliardi, Dodik, Muhammad Bavana, and Mohammad Iqbal Firdaus. "Factors Affecting Accounting Students’ Perception About Creative Accounting Study on Accounting Students in Economic of Faculty Universitas Negeri Malang." In 4th Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200305.052.

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Hung, Sam Kim, Por Siew Ching, and Lim Ai Fen. "Accounting Students' Perception on Skills and Attributes Required Becoming Management Accountant." In EBIMCS '19: 2019 2nd International Conference on E-Business, Information Management and Computer Science. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3377817.3377819.

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Putri, Sheila Febriani, Dwi Hantoro Prakoso, Septy Nur Sulistyawati, and Siti Mariyah. "Accounting Students and Business Ethics Perception." In 7th Regional Accounting Conference (KRA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210416.029.

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Laily, Nujmatul, and Eka Sidharta. "Social Network System For Accounting Students." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286576.

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Suranto, Suranto, Budi Eko Soetjipto, and Afoow Roofi’ah. "Career Planning of Accounting Education Students." In Proceedings of the 2018 International Conference on Islamic Economics and Business (ICONIES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconies-18.2019.38.

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Jones, Greg, Hazel Jones, Dom Pensiero, and Claire Beattie. "Enhancing students’ employability skills and experiential learning through integration of Xero software." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0116.

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Introducing XERO Accounting software into a core accounting unit can have many benefits for students, including improving their professional skills and enhancing their employability. However, it is important that students gain knowledge and skills in all aspects of the software as well as understanding the accounting processes that underlie the software’s operations. This paper presents an overview of implementation of Xero software, in a core accounting course, at a regional university in Australia. Student numbers ranged from 24-63 across the semesters studied. We highlight and discuss the processes adopted to appropriately scaffold students’ learning and assessment. We assess the effectiveness of the intervention by observing student engagement with specially developed videos and measuring student results in associated assessment tasks over three offerings of the course. The provision of a suite of learning opportunities, (training and use of excel and Xero accounting software) translated to improved student outcomes on the technologyrelated assessment items. Few students who viewed the learning videos contacted the course teaching team for further assistance, suggesting the videos were an effective resource that provided enhanced learning opportunities for students. These findings provide advice and information regarding the issues associated with integrating accounting software for other teaching teams or institutions considering similar applications in their courses or programs.
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Reports on the topic "Accounting students"

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Gaponenko, Artiom, and Andrey Golovin. Electronic magazine with rating system of an estimation of individual and collective work of students. Science and Innovation Center Publishing House, October 2017. http://dx.doi.org/10.12731/er0043.06102017.

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«The electronic magazine with rating system of an estimation of individual and collective work of students» (EM) is developed in document Microsoft Excel with use of macros. EM allows to automate all the calculated operations connected with estimation of amount scored by students in each form of the current control. EM provides automatic calculation of rating of the student with reflection of a maximum quantity of the points received in given educational group. The rating equal to “1” is assigned to the student who has got a maximum quantity of points for the certain date. For the other students the share of their points in this maximum size is indicated. The choice of an estimation is made in an alphabetic format according to requirements of the European translation system of test units for the international recognition of results of educational outcomes (ECTS - European Credit Transfer System), by use of a corresponding scale of an estimation. The list of students is placed on the first page of magazine and automatically displayed on all subsequent pages. For each page of magazine the optimal size of document printing is set with automatic enter of current date and time. Owing to accounting rate of complexity of task EM is the universal technical tool which can be used for any subject matter.
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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.
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Robayo Botiva, Diana María. Brief Current Context of the Types of Electronic Commerce in Colombia. Ediciones Universidad Cooperativa de Colombia, April 2021. http://dx.doi.org/10.16925/gclc.17.

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In the current context, e-commerce has improved significantly as consumers have increased online shopping in different sectors of the economy. Therefore, the term “e-commerce” is becoming increasingly well-known and relevant for conducting business transactions. In addition, the current context of the COVID-19 pandemic has contributed to the extreme growth of e-commerce, and in the long term it will be a vital part of companies to achieve a greater competitive advantage as it offers benefits to the end consumer. However, it is important to note that there will be technological and non-technological limitations that will affect its growth. Nevertheless, the advance of information and communication technologies (ICTS) will tend to correct these limitations, consolidating the generalized increase of e-commerce worldwide. Consequently, it is pertinent that students of economics, administrative and accounting sciences, engineering, among others, expand their knowledge in e-commerce and thus be at the forefront of the different issues surrounding the digital transformation in companies and the digital economy.
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Shabelnyk, Tetiana V., Serhii V. Krivenko, Nataliia Yu Rotanova, Oksana F. Diachenko, Iryna B. Tymofieieva, and Arnold E. Kiv. Integration of chatbots into the system of professional training of Masters. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4439.

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The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information system for investment analysis are presented and given: input information, information processing system, output information, which creates a closed cycle (system) of direct and feedback interaction. The information processing system is represented by accounting and analytical data management blocks. The investment analysis chatbot will help masters of the specialty system analysis to manage the investment process efficiently based on making the right decisions, understanding investment analysis in the extensive structure of financial management and optimizing risks in these systems using a working mobile application. Also, the chatbot will allow you to systematically assess the disadvantages and advantages of investment projects or the direction of activity of a system analyst, while increasing interest in performing practical tasks. A set of software for developing a chatbot integrated into training is installed: Kotlin programming, a library for network interaction Retrofit, receiving and transmitting data, linking processes using the HTTP API. Based on the results of the study, it is noted that the impact of integrating a chatbot into the training of Masters ensures the development of their professional activities, which gives them the opportunity to be competent specialists and contributes to the organization of high-quality training.
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