Advances in Accounting Education is a refereed, academic research annual whose purpose is to meet the needs of faculty members interested in ways to improve their classroom instruction. It publishes thoughtful, well-developed articles that are readable, relevant and reliable. Articles are peer-reviewed and may be either empirical or non-empirical. They emphasize pedagogy, i.e., explaining how faculty members can improve their teaching methods, or how accounting units can improve their curricula/programs. The series examines diverse issues such as software use, cultural differences, perceptions of the profession, and more.
Internationalizing student learning experiences - a program of site visits to world-class organizations, (B. O'Connell et al.); Teaching a risk assessment course, (P.L. Walker, W.G. Shenkir); Teaching environmental accounting - a four-part framework, (J.A. Lockhart, M.R. Mathews); Silence is not golden - further evidence of oral communication apprehension in accounting majors, (E.C. Ameen et al.); Peer collaboration for teaching improvement, (M.A. Gaffney, J. Krishnan); Tearing down the stovepipes - one program's experience in designing an integrated accounting core curriculum, (C.W. Thomas et al.); Assessing the effectiveness of interactive television instruction in an upper division accounting course, (H.R. Rudolph et al.); The impact of GMAT scores and undergraduate GPAs on placement and performance in graduate accounting classes, (J. Krausz et al.); Using interactive courseware to teach the procedural components of introductory financial accounting, (B.P. Green, A. Reinstein).