ERIC Number: EJ1435101
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0883-2323
EISSN: EISSN-1940-3356
Enricher Learning: Bridging the Gap between Academics and Practicing Accounting Professionals
Mohammed Muneerali Thottoli; Md. Aminul Islam; A. B. M. Abdullah; Md. Sharif Hassan; Suraiya Ibrahim
Journal of Education for Business, v99 n5 p300-311 2024
The objective of this study is to investigate diverse methods of enhancing learning in the field of accounting while bridging the gap between academic knowledge and the practical skills required by accounting professionals. The research employed a systematic literature review and utilized bibliometric analysis to assess enriching learning in accounting. Through methodological mapping, this research sheds light on emerging trends in the global adoption of new technologies, the integration of technology-enabled practices among accounting professionals, and the prevailing preferences influencing revisions to academic curricula in universities and colleges. Most studies emphasize the importance of integrating technology into accounting classrooms to enhance the learning experience. Beyond pinpointing the disparity between academic theories and practical accounting needs, this paper provides a robust framework for further research into enriching learning in accounting. The findings of this study hold significant implications for academia, higher education institutions, and policymakers. They underscore the importance of understanding enriching learning in accounting, as effective technology-enabled teaching and learning strategies play a pivotal role in equipping new graduates with the skills necessary to pursue their career goals and meet industry standards.
Descriptors: Accounting, Accreditation (Institutions), Academic Standards, Journal Articles, Courses, Technology Uses in Education, Professional Occupations, Curriculum Enrichment, Achievement Gap, Knowledge Level, Job Skills, Higher Education
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Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A