Accounting Education Research ― Prize-winning Contributions

An annual prize is awarded for the best paper appearing in Accounting Education: an international journal, and this book contains the prize-winning papers for every year from 1992 to 2012.

The journal’s primary mission since the first issue was published in March 1992 has been to enhance the educational base of accounting practice, and all the papers in this book relate to that mission. These papers, reporting on research studies undertaken by accounting education scholars from around the world, build on research findings from the broader domain of education scholarship and embrace a wide array of topics – including: curriculum development, pedagogic innovation, improving the quality of learning, and assessing learning outcomes. Of particular interest are three themes, each of which runs through several of the papers:

• students’ approaches to learning and learning style preferences;

• ethics and moral intensity; and

• innovation within the accounting curriculum.

Accounting educators will find many ideas in the book to help them in enriching their work, and accounting education researchers will be able to identify many points of departure for extending the studies on which the papers report – whether comparatively or longitudinally.

This book is a compilation of papers originally published in Accounting Education: an international journal.

Professor Richard M. S. Wilson has devoted his career to boundary-spanning (e.g. as practitioner and professor, across disciplines, and in different locations). For 40 years he has been active nationally and internationally in educational policy-making on the interface of accounting education and training; has worked in more than a dozen countries; has published widely; is the founding editor (and currently Editor-in-Chief) ofAccounting Education: an international journal; holds two Lifetime Achievement Awards (one specifically for his work in the field of accounting education); and is an Academician of the Academy of Social Sciences.