Prelims
Advances in Accounting Education: Teaching and Curriculum Innovations
ISBN: 978-1-78743-344-1, eISBN: 978-1-78743-343-4
ISSN: 1085-4622
Publication date: 29 August 2017
Citation
(2017), "Prelims", Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education, Vol. 21), Emerald Publishing Limited, Leeds, pp. i-xvii. https://doi.org/10.1108/S1085-462220170000021007
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
Half Title Page
ADVANCES IN ACCOUNTING EDUCATION: TEACHING AND CURRICULUM INNOVATIONS
Series Page
ADVANCES IN ACCOUNTING EDUCATION: TEACHING AND CURRICULUM INNOVATIONS
Series Editors: Timothy J. Rupert and Beth B. Kern
Recent Volumes:
Volume 1: | Edited by Bill N. Schwartz and David E. Stout |
Volumes 2–7: | Edited by Bill N. Schwartz and J. Edward Ketz |
Volumes 8–10: | Edited by Bill N. Schwartz and Anthony H. Catanach Jr. |
Volumes 11–12: | Edited by Anthony N. Catanach Jr. and Dorothy Feldmann |
Volume 13: | Edited by Dorothy Feldmann and Timothy J. Rupert |
Volume 14: | Edited by Dorothy Feldmann and Timothy J. Rupert |
Volume 15: | Edited by Dorothy Feldmann and Timothy J. Rupert |
Volume 16: | Edited by Timothy J. Rupert |
Volume 17: | Edited by Timothy J. Rupert and Beth B. Kern |
Volume 18: | Edited by Timothy J. Rupert and Beth B. Kern |
Volume 19: | Edited by Timothy J. Rupert and Beth B. Kern |
Volume 20: | Edited by Timothy J. Rupert and Beth B. Kern |
Title Page
ADVANCES IN ACCOUNTING EDUCATION: TEACHING AND CURRICULUM INNOVATIONS VOLUME 21
ADVANCES IN ACCOUNTING EDUCATION: TEACHING AND CURRICULUM INNOVATIONS
EDITED BY
TIMOTHY J. RUPERT
Northeastern University, USA
BETH B. KERN
Indiana University South Bend, USA
United Kingdom – North America – Japan India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2017
Copyright © 2017 Emerald Publishing Limited
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British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78743-344-1 (Print)
ISBN: 978-1-78743-343-4 (Online)
ISBN: 978-1-78743-452-3 (Epub)
ISSN: 1085-4622 (Series)
List of Contributors
Elsie C. Ameen | College of Business Administration, Sam Houston State University, Huntsville, TX, USA |
Alan I. Blankley | Brock School of Business, Samford University, Birmingham, AL, USA |
Timothy J. Fogarty | Weatherhead School of Management, Case Western Reserve University, Cleveland, OH, USA |
Daryl M. Guffey | School of Accountancy, College of Business, Clemson University, Clemson, SC, USA |
Marsha Huber | Williamson College of Business Administration, Youngstown State University, Youngstown, OH, USA |
David Kerr | Turner School of Accountancy, University of North Carolina at Charlotte, Charlotte, NC, USA |
Ashraf Khallaf | School of Business Administration, American University of Sharjah, Sharjah, United Arab Emirates |
Dave Law | Williamson College of Business Administration, Youngstown State University, Youngstown, OH, USA |
Suzanne Lowensohn | Grossman School of Business, University of Vermont, Burlington, VT, USA |
Tracy Noga | Department of Accountancy, Bentley University, Waltham, MA, USA |
Timothy J. Rupert | D’Amore-McKim School of Business, Northeastern University, Boston, MA, USA |
Casper E. Wiggins | Turner School of Accountancy, University of North Carolina at Charlotte, Charlotte, NC, USA |
Call for Papers
Submissions are invited for forthcoming volumes. AIAE publishes a wide variety of articles dealing with accounting education at the college and university level. AIAE encourages readable, relevant, and reliable articles in all areas of accounting education including auditing, financial and managerial accounting, forensic accounting, governmental accounting, taxation, etc. Papers can be:
Position papers on particular issues
Comprehensive literature reviews grounded in theory
Conceptual models
Historical discussions with implications for current and future pedagogical efforts
Methodology discussions
Pedagogical tools, including evidence of their effectiveness
Research studies with implications for improving accounting education
Challenges, constraints, and opportunities in accounting education globally
Assessment of learning and continuous improvement in accounting
Critical evaluation and assessment of the domain of accounting education
AIAE provides a forum for sharing generalizable teaching approaches from curricula development to content delivery techniques. Pedagogical research that contributes to more effective teaching in colleges and universities is highlighted. All articles must explain how teaching methods or curricula/programs can be improved. Nonempirical papers should be academically rigorous and specifically discuss the institutional context of a course or program, as well as any relevant tradeoffs or policy issues. Empirical reports should exhibit sound research design and execution and must develop a thorough motivation and literature review, possibly including references from outside the accounting field.
Documentation Style
Submission Process
Send two files by email: one with a manuscript copy but without a cover page, and the other solely a cover page with author information. Cover pages should list all authors’ names and addresses (with telephone numbers, fax numbers, and e-mail addresses). The authors’ names and addresses should not appear on the abstract. To assure anonymous review, authors should not identify themselves directly or indirectly. Also, attach a copy of any research instruments. Two reviewers assess each manuscript submitted and reviews are completed in a timely manner, usually 60–90 days.
Send manuscripts to aiae@uakron.edu
Writing Guidelines
Write your manuscript using active voice. Therefore, you can use the pronouns we and I. Also, please avoid using a series of prepositional phrases. We strongly encourage you to use a grammar and spell checker on manuscripts before you submit to our journal. Parsimony is a highly desirable trait for manuscripts we publish. Be concise in making your points and arguments. The text of typical manuscripts (exclusive of references, tables, and appendices) are no longer than 30 pages.
Each paper should include a cover sheet with names, addresses, telephone numbers, fax numbers, and e-mail address for all authors. The title page also should include an abbreviated title that you should use as a running head (see item 7 below). The running head should be no more than 70 characters, which includes all letters, punctuation, and spaces between words.
The second page should consist of an Abstract of no more than 250 words. Abstracts from recent issues of Advances in Accounting Education function as helpful examples.
You should begin the first page of the manuscript with the manuscript’s title. DO NOT use the term Introduction or any other term at the beginning of the manuscript. Simply begin your discussion.
Use uniform margins of 1 1/2 inches at the top, bottom, right and left of every page. Do not justify lines, leave the right margins uneven. Do not hyphenate words at the end of a line; let a line run short or long rather than break a word. Type no more than 25 lines of text per page.
Double space all lines of text, which includes title, headings, and quotations.
All citations within your text should be formatted with the author(s) name and the year of publication. An appropriate citation is Catanach (2004) or Catanach and Feldmann (2005), or Gaffney, Ryan, and Wurst (2010) when there are three or more authors. You do not need to cite six or seven references at once, particularly when the most recent references refer to earlier works. Please try to limit yourself to two or three citations at a time, preferably the most recent ones.
You should place page numbers for quotations along with the date of the material being cited. For example: According to Beaver (1987, 4), Our knowledge of education research … and its potential limitations for accounting….
Headings: Use headings and subheadings liberally to break up your text and ease the reader’s ability to follow your arguments and train of thought.
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First-level headings should be UPPER CASE ITALICS, bold face, and flush to the left margin.
- •
Second level headings should be in Bold Face Italics, flush to the left margin with only the first letter of each primary word capitalized.
- ▪
Third-level headings should be flush to the left margin, in Italics (but not bold face), with only the first letter of each primary word capitalized.
- ▪
- •
- º
Notes or Endnotes should be used only if absolutely necessary. Try to incorporate endnote/footnote material into the body of the manuscript. Notes must be identified in the text by consecutive numbers, then enclosed in square brackets and listed at the end of the article. Place them on a separate section before your references. Begin notes on a separate page, with the word Notes centered at the top of the page. All notes should be double-spaced; indent the first line of each note five spaces.
Your reference pages should appear immediately after your Notes section (if any) and should include only works cited in the manuscript. The first page of this section should begin with the word References centered on the page. References to working papers are normally not appropriate. All references must be available to the reader; however, reference to unpublished dissertations is acceptable.
Runkel, P. J. & McGrath, J. E. (1972). Research on human behavior: A systematic guide to method, New York, NY: Holt, Rinehart and Winston.
Smith, P. L. (1982). Measures of variance accounted for: theory and practice. In Keren (Ed.), Statistical and methodological issues in psychology and social science research (pp. 101–129), Hillsdale, NJ: Erlbaum.
Sample Book References
Abdolmohammadi, M. J., Menon, K., Oliver, T. W., & Umpathy, S. (1985). The role of the doctoral dissertation in accounting research careers. Issues in Accounting Education, 22, 59–76.
Thompson, B. (1993). The use of statistical significance tests in research: Bootstrap and other methods. Journal of Experimental Education, 61, 361–377.
Simon, H. A. (1980). The behavioral and social sciences. Sciences, (July), 72–78.
Sample Journal References
If available online, the full URL should be supplied at the end of the reference:
American Institute of Certified Public Accountants (AICPA). (1999). Core competency framework for the accounting profession. Retrieved from http://www.aicpa.org/edu/corecomp.htm
Electronic Sources
You should label TABLES and FIGURES as such and number them consecutively (using Arabic numerals) in the order in which you mention them first in the text. Indicate the approximate placement of each table/figure by a clear break in the text, inserting:
TABLE (or FIGURE) 1 ABOUT HERE
Figures should be placed after your References section and tables should follow figures. Begin each table and figure on a separate page.
You should list any acknowledgments on a separate page in a separate electronic file to preserve author anonymity. Type the word Acknowledgment, centered, at the top of the page and type the acknowledgment itself as a double-spaced, single paragraph. Once the editorial review process is complete, your acknowledgments will be inserted immediately after the last page of text (before the Notes and References Sections).
The proper order for sections of your manuscript should be: title page, structured abstract, main text, acknowledgements (once editorial process is complete), appendix, references, figures and finally tables.
After you have arranged the manuscript pages in correct order, number them consecutively, beginning with the title page. Number all pages. Place the number in the upper right-hand corner using Arabic numerals. Identify each manuscript page by typing an abbreviated title (header) above the page number.
Editorial Review Board
Brenda Anderson
Brandeis University
Cynthia Blanthorne
University of Rhode Island
Cathleen Burns
Creative Action Learning Solutions LLC
Thomas G. Calderon
The University of Akron
Paul M. Clikeman
University of Richmond
Ann Boyd Davis
Tennessee Technological University
Carol M. Fischer
St. Bonaventure University
Michael J. Fischer
St. Bonaventure University
Dann Fisher
Kansas State University
Mary Anne Gaffney
Temple University
Brian Patrick Green
University of Michigan-Dearborn
Julie H. Hertenstein
Northeastern University
Brian Hogan
University of Pittsburgh
Susan B. Hughes
University of Vermont
David Hulse
University of Kentucky
Julia Karcher
University of Louisville
Joan Lee
Fairfield University
Linda M. Lovata
Southern Illinois University Edwardsville
Susan A. Lynn
University of Baltimore
Jared Moore
Oregon State University
Michaele Morrow
Suffolk University
Curtis M. Nicholls
Bucknell University
Philip R. Olds
Virginia Commonwealth University
Colin Reid
Washington & Lee University
Michael S. Schadewald
University of Wisconsin-Milwaukee
Michael K. Shaub
Texas A&M University
Paul A. Shoemaker
University of Nebraska-Lincoln
Jay C. Thibodeau
Bentley University
Pierre L. Titard
Southeastern Louisiana University
Martha L. Wartick
University of Northern Iowa
Statement of Purpose
Advances in Accounting Education: Teaching and Curriculum Innovations is a refereed academic journal whose purpose is to meet the needs of individuals interested in the educational process. We publish thoughtful, well-developed articles that are readable, relevant, and reliable.
Articles may be nonempirical or empirical. Our emphasis is pedagogy, and articles MUST explain how instructors can improve teaching methods or accounting units can improve curricula/programs.
Nonempirical manuscripts should be academically rigorous. They can be theoretical syntheses, conceptual models, position papers, discussions of methodology, comprehensive literature reviews grounded in theory, or historical discussions with implications for current and future efforts. Reasonable assumptions and logical development are essential. All manuscripts should discuss implications for research and/or teaching.
Sound research design and execution are critical for empirical reports. All articles should have well-articulated and strong theoretical foundations, and establishing a link to the nonaccounting literature is desirable.
Review Procedures
Advances in Accounting Education: Teaching and Curriculum Innovations will provide authors with timely reports that clearly indicate the review status of the manuscript. Authors will receive the results of initial reviews normally within eight to twelve weeks of manuscript submission, if not earlier. We expect authors to work with a co-editor who will act as a liaison between the authors and the reviewers to resolve areas of concern.
- Prelims
- A Citation Analysis and Review of Research Issues and Methodologies in Advances in Accounting Education: Teaching and Curriculum Innovations
- Are We What We Test? A Critical Examination of the CPA Examination
- Reducing Written Communication Apprehension for Students in Tax Classes
- Special Section on Active Learning
- The State of Accounting Education in Business Schools: an Examination and Analysis of Active Learning Techniques
- Active Learning Innovations In Introductory Financial Accounting
- Index