TY  - CHAP
AB  - Abstract The accounting profession is beginning to demand data analytics skills from its professionals to handle the increasing amount of data available to address accounting questions. Indeed, the explosion of data availability and data are changing the accounting profession, providing accountants the opportunity to continue as key financial information providers to decision-makers. We conducted a survey of accounting department chairs to help understand if, when and how accounting programs would include data analytics in its curriculum. The authors find that 90.7% of accounting department chairs believe that data analytics belongs in the accounting curriculum, with 59.3% planning to introduce an accounting data analytics course in the next three to five years. Most (66.5%) prefer an accounting data analytics course as compared to the general business analytics course and more than half of respondents (56.2%) predict that their coverage of data analytics will be incorporated both throughout the regular accounting curriculum and in a standalone data analytics course. Combined with the requirement of 2018 Association to Advance Collegiate Schools of Business standards, the authors propose that data analytics should be incorporated both in the undergraduate level and graduate level, starting from basic analytics tools and ending with advanced emerging techniques.
VL  - 23
SN  - 978-1-78973-394-5, 978-1-78973-393-8/1085-4622
DO  - 10.1108/S1085-462220190000023004
UR  - https://doi.org/10.1108/S1085-462220190000023004
AU  - Richardson Vernon J.
AU  - Shan Yuxin
ED  - Thomas G. Calderon
PY  - 2019
Y1  - 2019/01/01
TI  - Data Analytics in the Accounting Curriculum
T2  - Advances in Accounting Education: Teaching and Curriculum Innovations
T3  - Advances in Accounting Education
PB  - Emerald Publishing Limited
SP  - 67
EP  - 79
Y2  - 2024/04/19
ER  -