Analysis of trends in the accounting education literature (1997–2016). (December 2017)

• Record Type: Journal Article
• Authors: Apostolou, Barbara; Dorminey, Jack W.; Hassell, John M.; Rebele, James E.
• Is Part Of: Journal of accounting education. Volume 41(2017)
• Page Start: 1
• Page End: 14
• Publication Date: 2017-12
• Subjects: Accounting education -- Assessment -- Curriculum -- Faculty -- Literature review -- Pedagogy -- Students; Accounting -- Study and teaching -- Periodicals; Accounting -- Study and teaching -- United States -- Periodicals; Comptabilité -- Étude et enseignement -- Périodiques; Comptabilité -- États-Unis -- Étude et enseignement -- Périodiques; 657.0711
• DOI: 10.1016/j.jaccedu.2017.09.003
• Languages: English
• ISSNs: 0748-5751

Abstract

Highlights: We analyze 20 years of publication trends in six accounting education journals. Trends in empirical article topics and rigor are described and discussed. The growth of special-themed journal issues is summarized. An emerging knowledge based in accounting education is documented with three examples. We offer suggestions for future accounting education research. Abstract: We analyzed publication trends in six accounting education journals published during the 20-year period 1997–2016: (1) Accounting Education, (2) Advances in Accounting Education, (3) Global Perspectives on Accounting Education, (4) Issues in Accounting Education, (5) Journal of Accounting Education, and (6) The Accounting Educators' Journal . Our objective is to inform academicians about the overall development of accounting education research, empirical article topical trends, the extant knowledge base, and directions for future accounting education scholarship. Our analysis shows that the number of articles per year has increased over time and that the proportion of articles in four categories (empirical, descriptive, instructional resources, and cases) has changed over the 20-year period. The body of literature we analyzed shows the beginnings of a knowledge base that can be used as the foundation for future accounting education research.