A case study on accounting faculty\u27s perceptions of technology in accounting classes

The accounting profession is undergoing a transformation because of the explosion of the amount of financial data and information available to organisations, the demand for real-time access to information and the use of business analytics. The accountants of the future need to be qualified to address these challenges. This means that higher education accounting degree programs must adapt their curriculums and courses to leverage technology tools and practices to ensure that their accounting faculties are prepared to teach these courses. The purpose of this exploratory descriptive case study was to evaluate accounting instructors\u27 perceptions and experiences with technology to identify best practices to develop their technological intelligence to enable them to implement technology into accounting programs and courses to meet the demands that technology is placing on the accounting profession

Identifying teaching best practices for accounting courses using appreciative inquiry

Eagle Mountain University (EMU) recently merged its two separate accounting programs into a new college. While the transition from two programs to one program involves many challenges, a priority is the alignment of teaching best practices for accounting courses. This study addresses that objective. An earlier study by the researchers examined quality enablers for online accounting programs by examining a small graduate accounting program at a private university in the Western USA. This study performed additional research on this topic by focusing on identifying teaching best practices for accounting courses for the university. The research model used for this project was based on Thatchenkery\u27s appreciative sharing of knowledge (ASK) model because it encourages knowledge sharing to build on the positive experiences of the organisation. This study was conducted using a virtual approach instead of the traditional face-face meetings used by Thatchenkery\u27s ASK model (2005). Based on the findings of the study, a best practices framework for teaching accounting courses was started for EMU

Appreciative inquiry - lessons learned from virtual teams

Technology continues to expand research opportunities and access to information previously constrained by resource limitations. Without effectively utilising technology, researchers and practitioners could be limiting their potential to impact positive change. This paper describes some learnings from a review of the current literature regarding the use of technology in appreciative inquiry (AI), as well as learnings from other fields in which technology has been used to bring people together in a virtual environment, and how technology can be applied to improve the richness of data to effectively impact change. This paper then describes some recommendations for AI researchers and practitioners, and identifies some additional areas for continued research in virtual AI studies