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Competency-Based Accounting Education, Training, and Certification: An Implementation Guide

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... International Accounting Education Standards Board (IAESB), which develops standards for members of the International Federation of Accountants (IFAC), an international accounting organization, has endorsed a broad framework of competencies in accounting education, training, and certification programs (Borgonovo et al., 2019). ...
... In 2012, the Pathways Commission, a collaboration between the American Accounting Association and the American Institute of Certified Public Accountants (AICPA), incorporated core competencies into a framework (Borgonovo et al., 2019). This framework identified five foundational competencies, including communication, quantitative, analytical thinking and problem solving, interpersonal, and technological skills, which all accountants should have (Borgonovo et al., 2019;Lawson et al., 2014). ...
... In 2012, the Pathways Commission, a collaboration between the American Accounting Association and the American Institute of Certified Public Accountants (AICPA), incorporated core competencies into a framework (Borgonovo et al., 2019). This framework identified five foundational competencies, including communication, quantitative, analytical thinking and problem solving, interpersonal, and technological skills, which all accountants should have (Borgonovo et al., 2019;Lawson et al., 2014). The AICPA later expanded the framework to include competencies in risk assessment, measurement analysis, research skills, systems management, and technology tools (AICPA, 2019). ...
... (Damasiotis et al., 2015) Mūsdienās kompetence tiek definēta kā spēja veikt atbilstošus uzdevumus līdz noteiktam prasmju līmenim strauji mainīgos apstākļos. Tā prasa efektīvu attiecīgo prasmju un īpašo īpašību pielietošanu, kas parasti ir iespējama tikai pēc īpašas praktiskas pieredzes iegūšanas (Borgonovo, Friedrich, & Wells, 2019). ...
... • (Borgonovo, Friedrich, & Wells, 2019). Profesionāli grāmatveži, izmantojot profesionālu vērtējumu un kompetenci, atbalsta uzņēmējdarbības lēmumu pieņemšanu, līdz ar to veicinot sabiedrības uzticību, ekonomisko stabilitāti un izaugsmi. ...
Article
The last few years have seen significant changes in the world economy and by extension in accounting. Modern accountants have an important role in global entrepreneurship. As a result, the majority of employers prefer candidates with advanced accounting or auditing experience, knowledge of IT, including accounting and internal audit software, and good foreign language skills. The article contains an analysis of the content and components of the professional competence of accountants working in Latvia. The theoretical review is based on the information gathered and analysed from open sources and scientific databases.
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Esta pesquisa teve como objetivo verificar a percepção dos profissionais da contabilidade sobre a transformação digital. A transformação digital por meio de sistemas e tecnologias inteligentes conectadas a dados surge em quantidade e velocidade exponencial como facilitadora para a informação precisa e de qualidade. As tecnologias estão sendo inseridas de tal forma a repensar processos, conhecimentos, habilidades e atitudes do profissional da contabilidade diante da percepção da transformação digital. Como procedimento metodológico, optou-se por uma abordagem qualitativa por meio da análise de conteúdo. Aplicaram-se entrevistas em profundidade com representantes de classe, entidades contábeis e instituições relacionadas à área contábil. Os resultados demonstraram que a transformação digital pode contribuir para o desenvolvimento da profissão contábil e das organizações, pois as tecnologias desafiam o contador e provocam novos insights para as competências essenciais, como forma de inovação, para monetizar novos negócios e criar oportunidades. Na pesquisa surgiu o termo digitização, em que o profissional tem ciência dos benefícios da adaptação e mudança em modelagem de processos contábeis. Além disso foram encontrados dilemas, como a reinvenção de modelos de negócios a profissionais autônomos e pequenos escritórios de contabilidade e a insegurança do envelhecimento do profissional frente a TD.
Article
Educational institutions play a pivotal role in providing the market with well-educated and skilled employees with core professional competencies, particularly in accounting. Although previous studies have extensively discussed accounting students' demographic factors in developed countries. However, these demographics have received only minor attention in emerging regions. Therefore, this study explores the effect of accounting students' demographics on professional competencies by examining the mediating role of student engagement activities in Jordanian universities. This research adopts Astin's ([1984]. Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308) Input-Environment/Process-Output (I-E-O) model. The study applies mixed methods by collecting quantitative data from questionnaires and qualitative data from personal interviews. The results indicate that the levels of accounting student engagement activities in Jordanian universities are still modest. Moreover, they show that student demographics significantly impact both student engagement and professional competencies and that the student engagement activities significantly affect the professional competencies of accounting students and partially mediate the effect of accounting students' demographics and professional competencies. The study has implications for the planning of undergraduate accounting education programmes, as it recommends focusing on the factors that influence student engagement and professional competencies. ARTICLE HISTORY
Article
Objective - The purpose of this research article is to examine the structural aspects of the contingent variables from the user side and the provider side of e-learning in accounting education and to explore and develop insights on how it can be applied to the changing ways of communication today in the new normal era. Methodology/Technique – We conducted research on e-learning users through 359 (three hundred and fifty nine) students majoring in accounting by using path analysis to obtain measurement results from 2 (two) structural equations. Findings - From the expectations of students as users of e-learning, it showed, first, there are no significance from relevant learning-teaching methods, students self-interest, outcome- based education (OBE) curriculum base, towards implementation of contingency e-learning . Otherwise, engagement within regulatory compliance as the only variable that can be used as an antecedent to predict the implementation of contingency e-learning. Second, relevant learning - teaching methods, and OBE curriculum base play a role in predicting the achievement of learning outcomes effectiveness. Novelty - This research provides insight and contribution to support the accounting education process that takes place in the new normal era after the Covid-19 crisis. Effective communication leads to the achievement of effective learning outcomes. This is explained by the role of engagement within regulatory compliance from students towards contingency e-learning in the accounting department as well as with the role of relevant teaching and learning, and the role of OBE curriculum as new insights from the facts of this research. Type of Paper: Empirical. JEL Classification: Keywords: Accounting E-Learning; Effectiveness of Learning Outcomes; Engagement of Regulatory Compliance; Learning Teaching Method; OBE Curriculum Base; Student Self Interest
Article
Digital creativity, the use of digital tools and technologies to explore creative ideas and new ways of displaying your ideas, research or work, is emerging as an important competency for graduates across many disciplines. The development of digital creativity competency in domains traditionally perceived as being less creative, including the accounting profession, has yet to be explored. This study reports on the use of an authentic assessment for learning to develop students’ digital creativity in an undergraduate competency-based accounting course. It documents the design and development of the assessment and analyses the students’ digital creative outputs as well as lived experiences. Although many of the outputs were at a lower level of digital creativity, most of the students appear to have experienced the process positively and gained insight into their course material and need for digital creativity in accounting. The design of the authentic assessment can inform the development of similar assessments in other disciplinary settings.
Article
Context All Canadian postgraduate medical programs are implementing the major components of competency-based education. To do so, our institution had to provide individualized training and monitoring for all our programs. Innovation We organized half-day workshops with four work sessions: core competencies, competency portfolio, curriculum mapping, and competence committee. Program teams decided their priority tasks after each work session. We classified tasks into ADDIE pedagogical design stages (Analysis, Design, Development, Implementation, Evaluation). We conducted interviews at 12 months. Results Programs (n = 29) prioritized mainly tasks of Design (37% of tasks), Development (24%) and Analysis (21%). At 12-month follow-up (n = 17), 20% of the tasks were initiated, 22% reached a higher stage, 33% reaching Implementation/Evaluation. Programs needed material and financial resources for Analysis/Development tasks, and faculty training for Implementation/Evaluation tasks. Conclusion Work sessions provided a structure to commit to priority tasks. Their classification into ADDIE stages systematized the monitoring and the search for solutions.
Article
To provide optimal learning and career outcomes for accounting graduates, we propose complementing competency-based frameworks of accounting education with the cultivation of relevant mindsets. Building on insights from research in cognitive psychology, organizational leadership, and education, we define a mindset as a combination of cognitive filters and processes through which professionals interpret their professional environments and execute their professional responsibilities. We review the professional and academic literature and identify five key mindsets relevant for accounting graduates. Given the overarching obligation of accountants to protect the public trust, we treat the "public interest mindset" (focus on "we" vs. "I," integrity, and professionalism) as foundational in the accounting profession. The four other key mindsets include: 1) growth; 2) professional skepticism; 3) analytical/digital; and 4) global. In addition to providing a definition and discussion of the relevance of each mindset to accounting, we suggest potential pedagogical approaches for integrating these mindsets into 21st-century accounting education.
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Purpose Presently, there is a need for graduate students to be well prepared with accounting professional competencies (APCs) as the market is characterized by intensive activities and rare job opportunities. In relation to this is the significant role of student engagement (SE) practices and e-learning. Thus, the present study examined the mediating role of e-learning on the relationship between SE practices and APC, as well as the moderating role of student's demographics on the same relationship. Design/methodology/approach The study used a structured questionnaire distributed to 428 accounting students enrolled in institutions in Jordan and the obtained response rate was 65.84%. The formulated hypotheses were tested using structural equation modeling in PLS-SEM analysis Version 3.2.7. Findings On the basis of the results, there is a significant relationship between SE and e-learning and APC, with e-learning partially mediating the SE-APC relationship. The results also showed that students' demographics have a significant moderating relationship between the same. Originality/value The author recommends that universities employ advanced technologies with SE practices for the mobilization of accounting graduate students, with the prerequisite APC skills so they will become competitive and thrive in their professional and practical lives.
Research
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Nowadays, accountants in the digital economy and globalized world need digital competence or soft skills more than technical or hard skills. Therefore, DigComp 2.0 investigated accounting students' digital competence. Data were collected by an online questionnaire from accounting undergraduate students of two private universities and then were analyzed. It was found that accounting students had more digital competence but less on digital content creation. However, there was a significant difference in digital safety between freshmen with juniors and seniors. Our study suggests that accounting students' digital competence must be promoted and advanced both curriculum and institution level.
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