Editor: Dorothy Feldmann and Timothy Rupert
Subject: Accounting and Finance (view other series in this subject area)
Information: Author guidelines
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Advances in Accounting Education: Teaching and Curriculum Innovations is a refereed academic annual that publishes thoughtful, well-developed articles that address issues related to the accounting educational process in colleges and universities.
Advances in Accounting Education: Teaching and Curriculum Innovations publishes both non-empirical and empirical articles dealing with accounting pedagogy. All articles must explain how teaching methods or curricula/programs can be improved. Non-empirical papers should be academically rigorous, and specifically discuss the institutional context of a course or program, as well as any relevant tradeoffs or policy issues. Empirical reports should exhibit sound research design and execution, and must develop a thorough motivation and literature review, possibly including references from outside the accounting field.
Advances in Accounting Education: Teaching and Curriculum Innovations provides a forum for sharing generalizable teaching approaches ranging from curricula development to content delivery techniques. Pedagogical research that contributes to more effective teaching in colleges and universities also is highlighted.
Advances in Accounting Education: Teaching and Curriculum Innovations publishes a wide variety of articles dealing with accounting education at the college and university level. For example, papers can be:
• Thought pieces that share anecdotal experiences with various pedagogical tools.
• Position papers on particular issues.
• Comprehensive literature reviews grounded in theory.
• Conceptual models.
• Historical discussions with implications for current and future pedagogical efforts.
• Methodology discussions.
• Research studies with implications for improving accounting education.
Advances in Accounting Education: Teaching and Curriculum Innovations will interest all instructors, researchers and administrators committed to improving accounting education at the college and university level.
Advances in Accounting Education: Teaching and Curriculum Innovations encourages readable, relevant, and reliable articles in all areas of accounting education including auditing, financial and managerial accounting, forensic accounting, governmental accounting, taxation, etc.
Dr. Dorothy Feldmann started working at Bentley in 1992 and served as Chair of the Accountancy Department from 2000 to 2005. She is now an Associate Professor of Accountancy. Before entering academia she worked as an auditor at the Boston office of KPMG. Her teaching interests include financial accounting and performance measurement. Recent research has focused on corporate governance, not-for-profits, and pedagogy.
Professor Tim Rupert is a Professor and the Accounting Group Coordinator in the College of Business Administration at Northeastern University. His research interests include behavioral methodologies as applied to tax-related issues. His teaching interests are in both undergraduate and graduate tax courses and he is currently a contributing author to the Federal Taxation series published by Prentice Hall. In 2010, he received the Outstanding Educator Award from the Massachusetts Society of CPAs. He is active in the American Accounting Association and the American Taxation Association (ATA), and recently served as president of the ATA.
Andrew Smith: firstname.lastname@example.org
Editorial Advisory Board
Cathleen Burns, University of Colorado, USA
Thomas G. Calderon, The University of Akron, USA
Paul M. Clikeman, University of Richmond, USA
Mary S. Doucet, California State University-Bakersfield, USA
Connie Esmond-Kiger, Ohio University, USA
Carol M. Fischer, St. Bonaventure University, USA
Michael J. Fischer, St. Bonaventure University, USA
Mary Anne Gaffney, Temple University, USA
Brian Patrick Green, University of Michigan-Dearborn, USA
Julie H. Hertenstein, Northeastern University, USA
Susan B. Hughes, University of Vermont, USA
David Hulse, Univesity of Kentucky, USA
Julia Karcher, University of Louisville, USA
Beth Kern, Indiana University South Bend, USA
Linda M. Lovata, Southern Illinois University-Carbondale, USA
Susan A. Lynn, University of Baltimore, USA
James J. Maroney, Northeastern University, USA
Jared Moore, Oregon State University, USA
Curtis M. Nicholls, Bucknell Univerity, USA
Philip R. Olds, Virginia Commonwealth University, USA
Lynn M. Pringle, Arizona State University, USA
Michael S. Schadewald, University of Wisconsin, Milwaukee, USA
Michael K. Shaub, Texas A&M University, USA
Paul A. Shoemaker, University of Nebraska-Lincoln, USA
Jay C. Thibodeau, Bentley University, USA
Pierre L. Titard, Southeastern Louisiana University, USA
Joan Van Hise, Fairfield University, USA
Martha L. Wartick, University of Northern Iowa, USA
Douglas E. Ziegenfuss, Old Dominion University, USA
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Submitting to the journal
Send two files by email: one with a manuscript copy but without a cover page, and the other solely a cover page with author information. Cover pages should list all authors’ names and addresses (with telephone numbers, fax numbers, and e-mail addresses). The authors’ names and addresses should not appear on the abstract. To assure anonymous review, authors should not identify themselves directly or indirectly. Also, attach a copy of any research instruments. Two reviewers assess each manuscript submitted and reviews are completed in a timely manner, usually 60-90 days.
Send manuscripts to email@example.com or they can be sent directly to one of the co-editors:
Dorothy Feldmann, Department of Accountancy, Bentley University, 175 Forest Street, Waltham, MA 02452, firstname.lastname@example.org
Tim Rupert, Accounting Group, Northeastern University, 404 Hayden Hall, Boston, MA 02115, email@example.com
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