Type of Document Dissertation Author Perry, Jacqueline Anita Baughman Author's Email Address firstname.lastname@example.org URN etd-11197-132829 Title Impact of the Accounting Education Change Commission's Recommendations on Accounting Instruction Degree PhD Department Vocational and Technical Education Advisory Committee
Advisor Name Title Schmidt, B. June Committee Chair Finch, Curtis R. Committee Member Frantz, Nevin R. Jr. Committee Member Killough, Larry N. Committee Member Kubin, Konrad W. Committee Member Stewart, Daisy L. Committee Member Keywords
- Accounting instruction
- Accounting Education Change Commission
Date of Defense 1997-09-12 Availability restricted Abstract(ABSTRACT)
The purpose of this study was to examine the changes in accounting instruction
recommended by the Accounting Education Change Commission (AECC) at 11 grant recipient
schools and 11 similar non-grant recipient schools randomly selected. The AECC suggested that
accounting education should include more communication skills, interpersonal skills, and critical-
thinking and problem-solving skills. The AECC also recommended that more emphasis be placed
on teaching rather than research.
To measure implementation of the recommended changes, a four part Accounting
Instruction Change Scale was developed. The pilot study, (n=34) revealed that the AICS did
not distinguish among the four factors considered. This finding was confirmed in the actual study.
Surveys were mailed to 438 subjects, 249 to grant school and 189 to non-grant school accounting
faculty, of which 163 surveys were returned, 146 were usable. Using Cronbach's alpha, the
reliability of the overall Accounting Instruction Change Scale, as determined by the pilot study,
was .92. Reliability, using the Cronbach's alpha, for the final study data was .91.
Significant differences were found between respondents and non-respondents for both
grant and non-grant schools. Differences in work experience, instruction in educational
psychology, and instructional methodology were found to be significant. There were also
significant differences between the early respondents and the late respondents in instruction in
educational psychology and instructional methodology. Significant differences between the early
non-grant school respondents and the late non-grant school respondents were also found in the
length of time teaching accounting, length of time at the current institution, and age. These
significant differences indicate the sample respondents are a unique group, and any inferences
made from this sample to the general population should be made with caution.
For the correlations of all variables, Predisposition to Change, Adoption-Proneness,
refereed publicaitons, non-refereed publications, work experience, educational psychology,
instructional methodology, membership in professional organizations, gender, and age, the
the correlations ranged from a high of .497 between the Adoption-Proneness Scale and the
Accounting Instruction Change Scale to a low of .001 between age and instruction in educational
psychology. In the full Regression Model, the variables included accounted for 40.8% of the
variance in the AICS. The regression analysis shows the Predisposition to Change Scale scores
and Adoption Proneness Scale scores to be significant expanatory variables concerning predicting
the score of the Accounting Instruction Change Scale score. No other significant variables
surfaced in the regression analysis indicating institutional membership did not predict AICS score.
Filename Size Approximate Download Time (Hours:Minutes:Seconds)
28.8 Modem 56K Modem ISDN (64 Kb) ISDN (128 Kb) Higher-speed Access PERRYETD.PDF 296.08 Kb 00:01:22 00:00:42 00:00:37 00:00:18 00:00:01indicates that a file or directory is accessible from the Virginia Tech campus network only.
If you have questions or technical problems, please Contact DLA.