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The purpose of this study is to use empirical data to examine the hierarchical impact of the Internet of things capability on supply chain integration (SCI), supply chain capability (SCC) and firm performance (FP) in the UK retail industry.

A deductive approach was employed to carry out this research. Structural equation modelling (SEM) was performed using the partial least square method (SmartPLS 3.3.3) to test theoretical predictions which underlie the relationships among Internet of things capability (IoTC), SCI, SCC and FP. Data are collected using an online survey completed by senior executives of 66 large, medium and small firms within the UK retail industry.

The empirical results of this research reveal that IoTC has a significant positive effect on the UK retail industry FP through the mediating role of SCI and SCC.

The research results from this study provide useful management insights for firms within the retail industry into the development of effective strategies for integrating their supply chain alongside the adoption of IoTC into SCI, consequently leading to improvements in FP.

Although previous studies have explored the impact of IoT on FP through the sequential mediating role of SCI and SCC, few have explored the impact of the IoT capability (IoTC) on FP through sequential mediators, i.e. SCI and SCC. This study examines the relationship between IoTC, SCI, SCC and FP in the UK retail industry supply chain to address this knowledge gap. Moreover, this study examines the effects of IoTC on FP by applying partial least square (PLS)-SEM techniques. Testing the sequential mediating role of SCI and SCI is undertaken, and the relationships among IoT-enabled SCI and SCC is analysed to improve FP. The robustness check's result through PLSpredict analysis also confirms the power of the model proposed in this study.

Given the implementation of a new Certified Public Accountant (CPA) licensure exam and the CPA Evolution Model Curriculum, accounting educators must integrate more advanced skills in their coursework. We illustrate how a commonly-used project in accounting classes, which teaches technical accounting content, can address skills and competencies identified by the Pathways Commission and the American Institute of Certified Public Accountants (AICPA) and, as a result, enhance skills all business school graduates need in the workplace.

We incorporate a financial statement analysis research project under a group work format in three levels of financial accounting classes. Using both quantitative and qualitative analysis, we evaluate changes in student perceptions of skills and competencies important for business graduates.

We find students perceive improvement in critical thinking, problem-solving, the ability to work with other people, their understanding of the course material, and data analysis abilities after completion of the project. We also find statistically significant increases pre-to post-project in student perceptions of their knowledge, confidence, competence, and enthusiasm with respect to accounting material.

We provide an example of how educators can align a commonly-used project with the CPA Evolution Model Curriculum, yet still meet the needs of non-accounting majors and prepare all students for future business careers. Group work has been studied and similar financial statement analysis projects have been implemented in the classroom for years. We contribute by not only extending and updating this research, but also by re-evaluating a project to determine whether it meets the shifting needs of a rapidly changing profession. By doing so, we answer recent researchers’ call for research in higher education that addresses employability and workplace skills.