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Realizing Accounting Education Change Tracey Sutherland AAA Director of Faculty Development Florida Association of Accounting Educators 2001 - Orlando,

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Presentation on theme: "Realizing Accounting Education Change Tracey Sutherland AAA Director of Faculty Development Florida Association of Accounting Educators 2001 - Orlando,"— Presentation transcript:

1 Realizing Accounting Education Change Tracey Sutherland AAA Director of Faculty Development Florida Association of Accounting Educators Orlando, FL

2 Very few schools have effectively built their undergraduate degree with a 5 th year that provides a broad business background. Accounting Education: Charting the Course Through a Perilous Future, Albrecht & Sack, Accounting Education Series, Volume No. 16 (AAA)

3 Accounting education should be approached broadly as an information development and distribution function for economic decision- making. AAA Changing Environment Committee, about/reports/chngenv_1.htm

4 Schools fall short in the use of IT, both as an integrative mechanism across the curriculum and as a delivery method for serving students, any time, any place. Report of the AACSB Faculty Leadership Task Force, 1996

5 Being in tune with the "big picture is a necessary component for success. Individuals entering the accounting profession should be able to communicate to others the vision, strategy, goals, and culture of organizations. AICPA Core Competency Framework

6 The two most critical work activities for management accountants today are strategic planning and process improvement; neither is taught in the accounting curriculum. IMA, Counting More, Counting Less: Transformations in the Management Accounting Profession, tions_and_Research/IMAStudies/IMA_ Studies.htm

7 Students need to improve : receiving and transmitting information; locating and organizing information and identifying and solving unstructured problems in unfamiliar settings; working effectively in groups and providing leadership. AECC Position and Issues Statements, facdev/ciae.htm

8 The Harvard Assessment Seminars: Specific findings point to one main idea...Students who get the most out of college, who grow the most academically and who are happiest, organize their time to include interpersonal activities with faculty or peers built around substantive academic work. Richard Light, 1992, The Harvard Assessment Project

9 Knowing and learning are communal acts. They require many eyes and ears, many observations and experiences. They require a continual cycle of discussion, disagreement, and consensus over what has been seen and what it all means. Parker Palmer The Courage to Teach


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