No Cover Image

Journal article 168 views

Information technology in the British and Irish undergraduate accounting degrees / Amr Kotb; Magdy Abdel-Kader; Amir Allam; Hussein Halabi; Ellie Franklin

Accounting Education, Pages: 1 - 20

Swansea University Author: Hussein, Halabi

Abstract

Using an online questionnaire and a series of semi-structured interviews, this study seeks the perceptions ofaccounting educators and professional accounting bodies in the UK and Ireland on the status quo of technologicaldevelopments within accounting curricula and the factors influencing this statu...

Full description

Published in: Accounting Education
ISSN: 0963-9284 1468-4489
Published: 2019
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa49091
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2019-07-08T16:01:16Z
last_indexed 2019-08-09T16:24:44Z
id cronfa49091
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2019-08-05T14:01:41.3701480</datestamp><bib-version>v2</bib-version><id>49091</id><entry>2019-03-02</entry><title>Information technology in the British and Irish undergraduate accounting degrees</title><swanseaauthors><author><sid>f7e6b4295ab6a82be92bdd4e99587e73</sid><ORCID>0000-0003-4951-9981</ORCID><firstname>Hussein</firstname><surname>Halabi</surname><name>Hussein Halabi</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2019-03-02</date><deptcode>BAF</deptcode><abstract>Using an online questionnaire and a series of semi-structured interviews, this study seeks the perceptions ofaccounting educators and professional accounting bodies in the UK and Ireland on the status quo of technologicaldevelopments within accounting curricula and the factors influencing this status quo. Findings suggest a fairlywidespread view that technological developments represent an important area that should be covered acrossaccounting 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. Professionalaccounting bodies seem to play a hegemonic inhibiting role through accreditation requirements although otherinhibitors were reported such as lack of competent/interested staff and lack of time/space in already overloadedsyllabi.</abstract><type>Journal Article</type><journal>Accounting Education</journal><paginationStart>1</paginationStart><paginationEnd>20</paginationEnd><publisher/><issnPrint>0963-9284</issnPrint><issnElectronic>1468-4489</issnElectronic><keywords>IT, accounting curricula, professional accounting bodies, accreditation, hegemony, ideology</keywords><publishedDay>7</publishedDay><publishedMonth>3</publishedMonth><publishedYear>2019</publishedYear><publishedDate>2019-03-07</publishedDate><doi>10.1080/09639284.2019.1588135</doi><url/><notes/><college>COLLEGE NANME</college><department>Accounting &amp; Finance</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>BAF</DepartmentCode><institution>Swansea University</institution><lastEdited>2019-08-05T14:01:41.3701480</lastEdited><Created>2019-03-02T09:30:34.9975443</Created><path><level id="1">School of Management</level><level id="2">Accounting and Finance</level></path><authors><author><firstname>Amr</firstname><surname>Kotb</surname><order>1</order></author><author><firstname>Magdy</firstname><surname>Abdel-Kader</surname><order>2</order></author><author><firstname>Amir</firstname><surname>Allam</surname><order>3</order></author><author><firstname>Hussein</firstname><surname>Halabi</surname><orcid>0000-0003-4951-9981</orcid><order>4</order></author><author><firstname>Ellie</firstname><surname>Franklin</surname><order>5</order></author></authors><documents><document><filename>49091__13023__23bfa94f25ca45a197c6de2c52374847.pdf</filename><originalFilename>ITintheBritishandIrishUGAccountingDegrees-Accepted.pdf</originalFilename><uploaded>2019-03-02T09:34:29.8370000</uploaded><type>Output</type><contentLength>442161</contentLength><contentType>application/pdf</contentType><version>Accepted Manuscript</version><cronfaStatus>true</cronfaStatus><action/><embargoDate>2020-09-07T00:00:00.0000000</embargoDate><copyrightCorrect>true</copyrightCorrect><language>eng</language></document></documents><OutputDurs/></rfc1807>
spelling 2019-08-05T14:01:41.3701480 v2 49091 2019-03-02 Information technology in the British and Irish undergraduate accounting degrees f7e6b4295ab6a82be92bdd4e99587e73 0000-0003-4951-9981 Hussein Halabi Hussein Halabi true false 2019-03-02 BAF Using an online questionnaire and a series of semi-structured interviews, this study seeks the perceptions ofaccounting educators and professional accounting bodies in the UK and Ireland on the status quo of technologicaldevelopments within accounting curricula and the factors influencing this status quo. Findings suggest a fairlywidespread view that technological developments represent an important area that should be covered acrossaccounting 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. Professionalaccounting bodies seem to play a hegemonic inhibiting role through accreditation requirements although otherinhibitors were reported such as lack of competent/interested staff and lack of time/space in already overloadedsyllabi. Journal Article Accounting Education 1 20 0963-9284 1468-4489 IT, accounting curricula, professional accounting bodies, accreditation, hegemony, ideology 7 3 2019 2019-03-07 10.1080/09639284.2019.1588135 COLLEGE NANME Accounting & Finance COLLEGE CODE BAF Swansea University 2019-08-05T14:01:41.3701480 2019-03-02T09:30:34.9975443 School of Management Accounting and Finance Amr Kotb 1 Magdy Abdel-Kader 2 Amir Allam 3 Hussein Halabi 0000-0003-4951-9981 4 Ellie Franklin 5 49091__13023__23bfa94f25ca45a197c6de2c52374847.pdf ITintheBritishandIrishUGAccountingDegrees-Accepted.pdf 2019-03-02T09:34:29.8370000 Output 442161 application/pdf Accepted Manuscript true 2020-09-07T00:00:00.0000000 true eng
title Information technology in the British and Irish undergraduate accounting degrees
spellingShingle Information technology in the British and Irish undergraduate accounting degrees
Hussein, Halabi
title_short Information technology in the British and Irish undergraduate accounting degrees
title_full Information technology in the British and Irish undergraduate accounting degrees
title_fullStr Information technology in the British and Irish undergraduate accounting degrees
title_full_unstemmed Information technology in the British and Irish undergraduate accounting degrees
title_sort Information technology in the British and Irish undergraduate accounting degrees
author_id_str_mv f7e6b4295ab6a82be92bdd4e99587e73
author_id_fullname_str_mv f7e6b4295ab6a82be92bdd4e99587e73_***_Hussein, Halabi
author Hussein, Halabi
author2 Amr Kotb
Magdy Abdel-Kader
Amir Allam
Hussein Halabi
Ellie Franklin
format Journal article
container_title Accounting Education
container_start_page 1
publishDate 2019
institution Swansea University
issn 0963-9284
1468-4489
doi_str_mv 10.1080/09639284.2019.1588135
college_str School of Management
hierarchytype
hierarchy_top_id schoolofmanagement
hierarchy_top_title School of Management
hierarchy_parent_id schoolofmanagement
hierarchy_parent_title School of Management
department_str Accounting and Finance{{{_:::_}}}School of Management{{{_:::_}}}Accounting and Finance
document_store_str 1
active_str 0
description Using an online questionnaire and a series of semi-structured interviews, this study seeks the perceptions ofaccounting educators and professional accounting bodies in the UK and Ireland on the status quo of technologicaldevelopments within accounting curricula and the factors influencing this status quo. Findings suggest a fairlywidespread view that technological developments represent an important area that should be covered acrossaccounting 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. Professionalaccounting bodies seem to play a hegemonic inhibiting role through accreditation requirements although otherinhibitors were reported such as lack of competent/interested staff and lack of time/space in already overloadedsyllabi.
published_date 2019-03-07T04:08:47Z
_version_ 1678139486689558528
score 10.751443