Advances in Accounting Education" is a refereed, academic research annual whose purpose is to meet the needs of individuals interested in the ways to improve their classroom instruction. Major changes are occurring in accounting education as a result of recommendations from the Accounting Education Change Commission, the American Institute of CPAs, the Institute of Management Accountants and the American Assembly of Collegiate Schools of Business (the accrediting agency) and the new 150-Hour Requirement. We publish thoughtful, well-developed articles that are readable, relevant and reliable. Articles may be either empirical and non-empirical. They emphasize pedagogy, i.e., explaining how teaching methods or curricula/programs can be improved.
The dual role of critical thinking in accounting education (M.E. Bayou, A. Reinstein). Fostering critical thinking in accounting education: implications of analytical procedures research (J.I. Bierstaker et al.). Integrating learning strategies in accounting courses (B.J. Eide). Students may blossom using Bloom's taxonomy in the accounting curriculum (J.K. Blazelton). An exploratory examination of the study time gap: students' and instructors' estimations of required study time (R.H. Sanborn et al.). Integrating research into the initial auditing course (P.M. Clikeman). Analyzing an international annual report as a course project (R. Bloom, D. Schirm). The effect of group rewards on obtaining higher achievement from cooperative learning (G.M. Grudnitski). Effective teaching techniques: perceptions of accounting faculty (J.D. Stice, K.D. Stocks). Introduction to accounting: competencies for nonaccouting majors (M.S. Doucet et al.). The ethics construct: a multidimensional analysis in an academic setting (D.M. Guffey, M.W. McCartney).