Relevant bibliographies by topics / Accounting sciences course

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Accounting sciences course'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Accounting sciences course"

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Rahmi, Elvi. "Perbedaan Individual Mahasiswa dalam Mata Kuliah Pengantar Akuntansi 1 dan Implikasinya dalam Pembelajaran." JURNAL INOVASI PENDIDIKAN EKONOMI 8, no. 2 (2018): 122. http://dx.doi.org/10.24036/011024580.

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The objective of this study is to descript the individual students differences in the Introduction to Accounting 1 course and how is the implications in learning process. This study uses a quantitative descriptive approach. The population is all of students of the Department of Economics, who took Accounting Introduction 1 course, during The period from July to December 2018, and the sample are 32 students. Data were analyzed using descriptive analysis. Research results showed that students had different educational backgrounds who came from Senior High School majoring in Science, Senior High
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Sampson, Cathy, and Paul Atkinson. "Accounting for discovery." Narrative Inquiry 21, no. 1 (2011): 88–108. http://dx.doi.org/10.1075/ni.21.1.05sam.

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The paper presents an analysis of genetic scientists’ accounts of a 1992 scientific breakthrough. Members of the research team were interviewed in the course of a wider study of the history of the discovery and its implications for clinical practice. The isolation of the genetic basis for myotonic dystrophy was an important milestone in the development of contemporary genetic medicine and a significant event in the lives and careers of the scientists involved. Despite the significance of some key publications on scientists’ discovery accounts, the paper argues that there has been a neglect of
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Фасхутдинова and Milyausha Faskhutdinova. "Management accounting and costs control in the livestock industry." Vestnik of Kazan State Agrarian University 8, no. 4 (2014): 38–42. http://dx.doi.org/10.12737/2431.

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The article concerns the basics of management accounting and costs control in key sectors of the livestock. Management accounting is based on the intersection of science, by using different scientific methods, combining planning, organization and management of production, accounting and operational accounting, management analysis, valuation, a number of other economic sciences. In view of the integration of this new integrated industry knowledge, several of applied economic sciences, there are substantial breakthroughs to new knowledge and technologies. Accounting enables both managerial staff
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Colares, Ana Carolina Vasconcelos, Mariana Camilla Coelho Silva Castro, João Estevão Barbosa Neto, and Jacqueline Veneroso Alves da Cunha. "Teacher motivation in stricto sensu postgraduation: an analysis based on self-determination theory,." Revista Contabilidade & Finanças 30, no. 81 (2019): 381–95. http://dx.doi.org/10.1590/1808-057x201909090.

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ABSTRACT The objective of this research was to analyze the motivational factors that lead accounting sciences professors to teach on stricto sensu postgraduate courses, based on self-determination theory. Research on motivation in education in the area of accounting sciences mostly concerns student motivation. Thus, there are few studies related to teacher motivation, especially in the area of accounting sciences and in stricto sensu postgraduate programs. Teacher motivation is directly linked to the teaching-learning process and student motivation, so it is important to identify what motivate
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Tóth, Zsuzsanna Eszter, György Andor, and Gábor Árva. "Peer review of teaching at the Budapest University of Technology and Economics Faculty of Economic and Social Sciences." International Journal of Quality and Service Sciences 9, no. 3/4 (2017): 402–24. http://dx.doi.org/10.1108/ijqss-02-2017-0014.

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Purpose This paper aims to describe an internal quality enhancement system based on peer reviewing and summarizes the first results of application at the Budapest University of Technology and Economics Faculty of Economic and Social Sciences. Design/methodology/approach A peer review framework has been developed to evaluate and further develop the teaching programs and practices. The questionnaire-based peer review program included 22 courses and involved almost 100 lecturers. Peer review outcomes are completed by end-of-semester student course evaluations. Findings The results allow us to map
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Tag, Sylvia G. "A Library Research Course for Graduate and Professional Students in Communication Sciences and Disorders." Public Services Quarterly 3, no. 3-4 (2008): 115–39. http://dx.doi.org/10.1080/15228950802110494.

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Morselli, Daniele. "Teaching a sense of initiative and entrepreneurship with constructive alignment in tertiary non-business contexts." Education + Training 60, no. 2 (2018): 122–38. http://dx.doi.org/10.1108/et-06-2017-0093.

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Purpose The purpose of this paper is to focus on a course in entrepreneurship education for students studying for a Masters in Educational Sciences at a Finnish university. The course was structured around the principles of constructive alignment and aimed to move beyond reflection on entrepreneurship towards action Design/methodology/approach The course was delivered in alignment with intended learning outcomes, teaching and learning activities, and assessment. Along with lectures, group work and peer-review activities, students prepared a career development plan as the course progressed, und
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Slomski, Vilma Geni, Luciana Regina da Silva Souza, Anísio Candido Pereira, and Antonio Carlos Ribeiro da Silva. "Academic Management Actions Facing Reforms in Curriculum and in Competencies Required to Graduating from an Accounting Sciences Course." Creative Education 07, no. 07 (2016): 910–21. http://dx.doi.org/10.4236/ce.2016.77095.

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Wulczyn, Fred. "Foster Care in a Life Course Perspective." ANNALS of the American Academy of Political and Social Science 692, no. 1 (2020): 227–52. http://dx.doi.org/10.1177/0002716220976535.

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To understand what placement outside of one’s home means to the young people involved, we must understand foster care from a life course perspective. I analyze young people’s experiences in foster care from this perspective, accounting for when foster care happens, how long it lasts, and what happens when foster care placements end. I show that the population of children coming into foster care is younger and less urban than it was 20 years ago. I also show reliable measures of exposure to foster care over the life course. Children who enter care early in life are the children who spend the la
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Campos, Larissa Couto, Thalyson Renan Bitencourt Machado, Gilberto José Miranda, and Patrícia de Souza Costa. "Social quotas, affirmative actions, and dropout in the Business field: empirical analysis in a Brazilian federal university." Revista Contabilidade & Finanças 28, no. 73 (2016): 27–42. http://dx.doi.org/10.1590/1808-057x201702590.

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ABSTRACT Rawls' Justice Theory establishes that a fair society must allow less advantaged people to have access to the benefits of social cooperation. In this line of thought, the affirmative actions established by Law 12,711/2012 aim at promoting inclusive education in Higher Education. Evaluating the performance of affirmative actions, specifically their impact on the dropout level, has been a theme of debate in scientific literature. Besides representing a personal frustration, dropout is associated with significant academic, social, and economic losses. In this context, this research aims
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Dissertations / Theses on the topic "Accounting sciences course"

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Alexandre, Elimar Rodrigues. "A temática ambiental no curso de graduação de ciências contábeis: um enfoque a ambientalização curricular." Universidade Católica de Santos, 2014. http://biblioteca.unisantos.br:8181/handle/tede/761.

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Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-03-31T13:15:20Z No. of bitstreams: 1 Elimar Rodrigues Alexandre.pdf: 1568679 bytes, checksum: a17e9426c7da7007481d877d2efa0dba (MD5)<br>Made available in DSpace on 2015-03-31T13:15:20Z (GMT). No. of bitstreams: 1 Elimar Rodrigues Alexandre.pdf: 1568679 bytes, checksum: a17e9426c7da7007481d877d2efa0dba (MD5) Previous issue date: 2014-10-23<br>Universidade Católica de Santos - Católica de Santos<br>Since the 1970s, different education sectors have developed proposals and researches about educa
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Lopes, João Cleber de Souza. "Evasão nos cursos de graduação em Ciências Contábeis em Instituições de Ensino Superior da região sul do Brasil." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4154.

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Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-07-02T17:22:27Z No. of bitstreams: 1 João Cleber de Souza Lopes.pdf: 897794 bytes, checksum: 1f78c15187d98bef8b824f2f964387a4 (MD5)<br>Made available in DSpace on 2015-07-02T17:22:27Z (GMT). No. of bitstreams: 1 João Cleber de Souza Lopes.pdf: 897794 bytes, checksum: 1f78c15187d98bef8b824f2f964387a4 (MD5) Previous issue date: 2014-03-26<br>Nenhuma<br>Esse estudo examinou as causas da evasão nos cursos de graduação em Ciências Contábeis em uma amostra composta por 128 Instituições de Ensino Superior (IES) da Região
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Carvalho, Alexandro Farias de. "A construção da prática pedagógica dos professores do curso de ciências contábeis na educação a distância." Universidade Católica de Santos, 2017. http://biblioteca.unisantos.br:8181/handle/tede/3541.

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Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-05-03T18:35:17Z No. of bitstreams: 1 Alexandro Farias de Carvalho.pdf: 1344420 bytes, checksum: 54087349f5c5696230003416b60547b0 (MD5)<br>Made available in DSpace on 2017-05-03T18:35:17Z (GMT). No. of bitstreams: 1 Alexandro Farias de Carvalho.pdf: 1344420 bytes, checksum: 54087349f5c5696230003416b60547b0 (MD5) Previous issue date: 2017-03-14<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This work is the result of the research that investigated the pedagogical practic
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Engel, Cristina Inês. "Análise da qualificação docente nos cursos de Ciências Contábeis no Estado do Rio Grande do Sul com avaliações extremas no conceito preliminar de curso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/181260.

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No Brasil, o ensino superior é avaliado através de indicadores de qualidade sob diferentes aspectos, dentre eles o Índice Geral de Cursos (IGC), que busca mensurar a qualidade das Instituições de Ensino Superior (IES), o Conceito Preliminar de Curso (CPC), que indica a qualidade do curso de graduação e o Conceito ENADE (CE), que avalia o desempenho discente. As IES são responsáveis pela formação de profissionais que tenham conhecimentos e habilidades necessários para suprir as demandas oriundas do mercado de trabalho, de modo que os professores precisam de qualificações que sejam capazes de at
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Paris, Sérgio da Rocha. "Os impactos das Normas Internacionais de Contabilidade no ensino superior de ciências contábeis no município de São Paulo em 2012." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/1509.

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Made available in DSpace on 2016-04-25T18:39:49Z (GMT). No. of bitstreams: 1 Sergio da Rocha Paris.pdf: 1605153 bytes, checksum: 966833cd7feddda86f4f508232cf774a (MD5) Previous issue date: 2012-06-25<br>The international accounting standards is intended to standardize the financial statements of the world due to globalization of economies, Brazil adhered to these standards with the issue of law11.638/07 and 11.941/09. Significant changes were inserted in Brazilian accounting from 1 January 2008. The course in Accounting Sciences aims to provide the student basic and vocational training with
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Books on the topic "Accounting sciences course"

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Bruce, Steve. Conversion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198786580.003.0007.

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Although religious conversion is rare (most people are born and socialized into their faiths), it provides an important challenge for social science. This chapter considers the relative merits of explanations (such as brainwashing) that see conversion as something done to the convert and more activist paradigms that see conversion as an accomplishment of the religious seeker. It also considers the extent to which we can take what people say when accounting for their actions as the raw material for our explanations. It argues against the view that talk is only ever another narrative. Although a
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van Prooijen, Jan-Willem. The Moral Punishment Instinct. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190609979.001.0001.

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Across time and cultures, ranging from ancient hunter-gatherers, to holy scriptures, to contemporary courts of law, it has been common for people to punish offenders. Furthermore, punishment is not restricted to criminal offenders but emerges in all spheres of social life, including corporations, public institutions, traffic, sports matches, schools, and parenting. Why is punishment so ubiquitous? One cannot find a satisfactory explanation for the universality of punishment in the social science literature focusing on human morality in general. Punishment also occurs among nonhuman animals for
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Book chapters on the topic "Accounting sciences course"

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Wu, Qi-feng. "Distance Teaching Method of Accounting Informatization Course Based on Big Data Mining." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84383-0_14.

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Wu, Qi-feng. "Design of Online Teaching Platform for Accounting Informatization Course Based on Cloud Computing." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84383-0_54.

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Lam, J., R. Chan, and K. Yan. "A Report on the Online Learning Experience of Students in Accounting Course." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31398-1_4.

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Zainuddin, S. A., N. A. M. Nasir, T. Abdullah, et al. "Examining Future Ready Accounting Course (FRAC) Experiences for Non-accounting Students: An Education in Society 5.0 Using Augmented Reality and IoT." In Communications in Computer and Information Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86761-4_15.

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van Rooyen, Annelien A., and Jacobus S. Wessels. "Small Talk Versus Smart Talk: Providing Accounting Content and Emotional Support in a Distance Education Course." In Communications in Computer and Information Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25684-9_14.

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Farinha, Luís, João Renato Sebastião, Carlos Sampaio, and Mónica Régio. "Flipping the Best Journals in Accounting, Business, and Finance." In Handbook of Research on Accounting and Financial Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2136-6.ch001.

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The literature on accounting, business, and finance, as a sub-area of the sciences of administration and management, has been receiving strong attention from researchers since the 1950s. This study´s main goal is to evaluate the nature and course of development of the literature on these research areas. A bibliometric analysis on the top journals published on the Web of Science and on the Scopus databases is conducted. Results synthesize the conceptual framework related to this area of science, identifying the roots of its intellectual structure, which give life to the respective tree of knowledge. New paths for future research are outlined.
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Greher, Gena R., and Jesse M. Heines. "Assessment: Making the Grade." In Computational Thinking in Sound. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199826179.003.0013.

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All students know that different professors grade differently. We’d be willing to bet that your experiences in this area mirror ours, and that you’d agree that the differences go much deeper than we could have imagined. It’s not just a question of one professor being a tough grader while the other is easy, or one grading on established intervals (93–100 = A, 90–92 = A–, 87–89 = B–, 83– 86 = B, etc.) while the other grades “on the curve.” It’s more a question of style: how much feedback students receive on their work and in what form, how the various components in any individual assignment are evaluated to make up an overall grade for that assignment, and how final grades are computed, especially if the computing involves grades of differing weights. There also appear to be quite different “cultures” concerning grades in the sciences and the arts. While students in all disciplines are understandably concerned about their grades—if for no other reason than to maintain the grade point average (GPA) required to keep their financial aid or to avoid a clash with parents—those in the sciences seem to desire more precise accounting than those in the arts. Add to these factors that students in an interdisciplinary course are, by definition, constantly being put into situations outside their comfort zone, and it’s easy to see that the wave of students complaining about grading can be a tsunami waiting to happen. One can discuss grading philosophies forever, but we begin from the premise that if students put reasonable amounts of effort into the coursework, they should get “paid” with a decent grade, which we consider to be B– or better. In fact, one of us believes that all students walk in with an A and it’s the student’s responsibility to maintain that grade. This is especially true in an experimental course such as our Sound Thinking, where we know that some of the assignments and our expectations of students’ work may come across as a bit “fuzzy.”
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Gonçalves, Maria José Angélico, Álvaro Rocha, Manuel Pérez Cota, and Pedro Pimenta. "Model for Identifying Competencies and Learning Outcomes (MICRA)." In Handbook of Research on Engaging Digital Natives in Higher Education Settings. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0039-1.ch007.

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This chapter introduces and describes an innovative model for a thorough, organized and systematic analysis of the educational context – the MICRA model (model for identifying and classifying Competencies and Learning Outcomes), based on the official documents of the Course Units (syllabus and assessment components). The MICRA model was validated by means of a case study. Competencies and Learning Outcomes were identified in the Computer Science Course Units of the Accounting and Business Administration degree at the Institute of Accounting and Administration of Porto (ISCAP/IPP).We are aware that the adoption of this model by different institutions will contribute to the interoperability of learning outcomes, thus enhancing the mobility of teachers and students in the EHEA (European Higher Education Area) and third countries.
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Ali, Nagla, Shaljan Areepattamannil, Ieda M. Santos, and Myint Khine. "Examining the Links Between Affect Toward 3D Printing Technology and Interest in STEM Careers Among Female Elementary Students." In Handbook of Research on Innovative Digital Practices to Engage Learners. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9438-3.ch007.

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Despite the exponential growth in STEM-related jobs, there is an acute shortage of people choosing to pursue STEM-related studies and careers. Compared with men, women are underrepresented in STEM-related courses and careers. The chapter, therefore, examined the associations of perceived usefulness of 3D printing technology, self-concept in using 3D printing technology, and interest in and enjoyment of using 3D printing technology with interest in science-, math-, and technology-related careers among 276 female elementary students enrolled in public schools in Abu Dhabi, United Arab Emirates. The results of path analyses after accounting for student demographic characteristics, revealed that perceived usefulness of 3D printing technology, self-concept in using 3D printing technology, and interest in and enjoyment of using 3D printing technology were significantly and positively related to interest in science-, math-, and technology-related careers among female elementary students. Implications of the findings for policy and practice are discussed.
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Rothstein, William G. "Medical Education, 1900–1950: General Trends and Basic Medical Sciences." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0016.

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During the first half of the twentieth century, American medical education underwent drastic changes. Greater costs of operation and the requirements of licensing agencies forced many medical schools to close and most of the others to affiliate with universities. The surviving medical schools were able to raise their admission and graduation requirements, which was also made possible by the rise in the general educational level of the population. The growth of the basic medical sciences led to the development of a new kind of faculty member whose career was confined to the medical school. During the first half of the twentieth century, the educational level of the population rose significantly. The proportion of the 17-year-old population with high school educations increased from 6.3 percent in 1900 to 16.3 percent in 1920, 28.8 percent in 1930, and 49.0 percent in 1940. The number of bachelors’ degrees conferred per 100 persons 23 years old increased from 1.9 in 1900 to 2.6 in 1920, 5.7 in 1930, and 8.1 in 1940. Between 1910 and 1940, the number of college undergraduates more than tripled. Because the number of medical students did not increase, medical schools were able to raise their admission standards. At the same time, many new professions competed with medicine for students. Between 1900 and 1940, dentistry, engineering, chemistry, accounting, and college teaching, among others, grew significantly faster than the traditional professions of medicine, law, and the clergy. Graduate education also became an alternative to professional training. Between 1900 and 1940, the number of masters’ and doctors’ degrees awarded, excluding medicine and other first professional degrees, increased from 1,965 to 30,021, or from 6.7 to 13.9 percent of all degrees awarded. Colleges and universities decentralized their organizational structure to deal with the increasingly technical and specialized content of academic disciplines. They established academic departments that consisted of faculty members who shared a common body of knowledge and taught the same or related courses. Departments were given the responsibility of supervising their faculty members, recruiting new faculty, and operating the department’s academic program. By 1950, departments existed in most of the sciences, social sciences, and humanities.
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Conference papers on the topic "Accounting sciences course"

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Cheng, Yan. "Research on the Reform of Accounting Course System Guided by Accounting Education Objectives." In Proceedings of the 1st International Symposium on Education, Culture and Social Sciences (ECSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/ecss-19.2019.94.

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"On the Teaching Reform of Financial Accounting Practice Course in Higher Vocational Colleges." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.120.

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Handayani, Desi, and Rini Frima. "Implementation of Lesson Study in the Accounting Department for a Financial Management Course." In Proceedings of the 1st International Conference on Applied Social Sciences, Business, and Humanity, ICo-ASCNITY, 2 November 2019, Padang, West Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.1-11-2019.2294001.

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Xie Dali and Tang Yanfei. "On design and implementation of converse and dynamic curriculum take the Accounting Informationization, the excellent course in Hainan Province for example." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543365.

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Rachfall, Thomas, and Soeren Dressler. "Improved learning performance based on a flipped classroom concept – a case study." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2660.

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Aim of the research was to improve effectiveness of university education. With the use of new digital tools the learning processes in many different disciplines have been enhanced. However, the traditional class room training can hardly be replaced entirely as the students’ motivation drops with less direct interaction with the instructor. Hence small private online courses are more successful than massive online education. The authors have developed a sophisticated flipped classroom learning approach incorporating various digital tools ranging from different kinds of videos to a class respons
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David Brecht, H., Suzanne M. Ogilby, and Eugene Sauls. "Computer Use and Immersion in a Non-IT course." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2811.

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This paper presents an enhanced strategy to incorporate computer applications in a non-IT course, called Computer Immersion Strategy (CIS). Previous attempts to fully incorporate current technology in accounting courses highlighted the failure of those strategies to enable or motivate students to master analytical problem-solving skills. In response to this crucial shortcoming, CIS was developed for use in a numerically technical but non-IT course - cost accounting. The CIS strategy marries seven pedagogical and computer-use techniques to develop student analytical problem-solving: 1) sequenci
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J. Beirne, Thomas, H. David Brecht, and Eugene Sauls. "Using the Web to Serve Students as Information Clients." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2440.

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This paper presents an information-client strategy for an academic department’s use of the web. The goals of this strategy are to maintain the department’s range of course offerings in the face of low enrollments and budget constraints, serve different student constituencies, and engage faculty who have diverse web-capabilities and interests in web-sites and web courses. The paper illustrates web-delivery technology that is currently available rather than develop advances in web course or web site methods. Our discussion is based on our experience as accounting educators at a state-supported,
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Brenner, Vince, Ted Surynt, Fred Augustine, and Judson Stryker. "The Joint Accounting/e-Business Technology Major: An Interdisciplinary Approach to Curriculum Development." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2446.

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The promise and potential of the new business paradigm labeled “e-business” is the driving force behind the tremendous demand for accounting professionals with both a technology background and a traditional accounting background. Where will these professionals come from? This paper lays out in detail the foundation for a new undergraduate academic program which is designed to both attract students and to provide them with the skill set necessary to succeed in this new e-business universe - the Joint Accounting/e-Business Technology major. Course content for this undergraduate major is based on
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Pauzi, Nur, Adriana Shamsudin, Nurfarahin Roslan, Mohd Karim, and Khairiah Ahmad. "Investigation of Excellent Performance for Basic Accounting Course: The Evidence of Non-Accounting Students." In 3rd International Conference on Economics, Business and Economic Education Science, ICE-BEES 2020, 22-23 July 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.22-7-2020.2307928.

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"Authentic Assessment Design in Accounting Courses: A Literature Review." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4042.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspi
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You might also be interested in the extended bibliographies on the topic 'Accounting sciences course' for particular source types:
Journal articles
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