Browsing by Author "Dorminey, Jack W."

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Accounting education literature review (2017)
    (Elsevier, 2018-06) Apostolou, Barbara; Dorminey, Jack W.; Hassell, John M.; Rebele, James E.; Kelley School of Business - Indianapolis
    This review of the accounting education literature includes 103 articles published during 2017 in six journals: (1) Journal of Accounting Education, (2) Accounting Education, (3) Advances in Accounting Education: Teaching and Curriculum Innovations, (4) Global Perspectives on Accounting Education, (5) Issues in Accounting Education, and (6) The Accounting Educators’ Journal. We update 12 prior accounting education literature reviews by organizing and summarizing contributions to the accounting education literature made during 2017. Articles are categorized into five sections corresponding to traditional knowledge bases: (1) curriculum and instruction, (2) instruction by content area, (3) educational technology, (4) students, and (5) faculty. Research rigor of the empirical articles is discussed and critiqued. Suggestions for research in all areas are presented. Articles classified as instructional resources and cases published in the same six journals during 2017 are listed in appendices categorized by the relevant content area.
  • Thumbnail Image
    Item
    Accounting education literature review (2020)
    (Elsevier, 2020-06) Apostolou, Barbara; Dorminey, Jack W.; Hassell, John M.; Kelley School of Business
    This review of the accounting education literature includes 88 articles published during 2020 in five accounting education journals: (1) Journal of Accounting Education, (2) Accounting Education, (3) Advances in Accounting Education: Teaching and Curriculum Innovations, (4) Issues in Accounting Education, and (5) The Accounting Educators’ Journal. We update 15 prior accounting education literature reviews by organizing and summarizing contributions to the accounting education literature made during 2020. Articles are categorized into five sections corresponding to traditional knowledge bases: (1) curriculum and instruction, (2) instruction by content area, (3) educational technology, (4) students, and (5) faculty. We summarize the research design of the empirical articles. Suggestions for research are presented. Articles classified as cases published in the same five journals during 2020 are tabulated in an appendix categorized by content area.