The world has flipped!
How might accounting
education respond?
Gail Hoover King
13th Annual Accounting Educators Seminar
Johnson County Community College with McGraw-Hill Irwin
March 7, 2014
 What is happening in
 Higher Education
 Accounting Education
 Pathways Commission Implementation
 Discussion: Your thoughts, ideas,
concerns
Today’s Discussion
Higher Education - Economy
March 19, 2013
March 19, 2013
College Tuition has outpaced median family income, food,
shelter and medical care.
• 85%of parents surveyed strongly believe that
college is a smart investment in their
children’s future. That doesn’t necessarily
translate into the parents investing more,
however. In fact, parents’ average out-ofpocket spending declined from $8,752 in 2010
to $5,727 in 2013, more than a $3,000
decrease
“How America Pays for
College 2013”
(SallieMae.com/Pays2013). Read more at:
http://www.kansas.com/2013/08/25/2960177/noreen-m-carrocci-student-debt.html#storylink=cpy
Avg Student Loan Total $
Average Students Loans
& Tuition and Fees
2000-2011
STUDENTS
Tuition & Fees $
Source: http://kgou.org/post/interactive-tracing-tuition-costs-and-student-loans-college
• “… numerous other institutions that have popped up
in recent years, although I feel they pose a greater
threat today to higher education because they are a
response to academia’s deficits. Many
corporations are creating their own internal
universities because they feel business schools
have failed at training the managers and leaders
needed to run their companies.”
•
Forbes 1/22/2013
Higher Education Corporate Universities
Hamburger University
Created by McDonalds in 1962,
Elk Grove, Illinois, campus, and its
mission is to train and develop talent
for the global food giant. 19 full-time
professors … has received college
credit recommendations from the
American Council on Education.
• The accredited master’s
degree in business.
GE’s Crotonville
• . Since 1956 offered GE
executives general
management courses that
lasted up to 13 weeks.
Today courses are broken
into three main buckets—
leadership, subject-matter
skills and business—and
last up to three weeks.
Corporate Institutions
Technological Forces
Higher Ed -Technology
Advanced technology:
• MOOCs
Forbes @giorodriquez
• Universities
with well-known
programs
“The disruption
in education
is develop
just
Massive Online
beginning.
AndDegrees
‘educators’ aren’t the only ones
thinkingwith
about
it.” for online degrees
• Universities partnering
others
• Corporate Universities offering Graduate programs
• Decreased funding – switching to for-profit
For more information see Karen Pincus 2013 AAA President presentation at:
https://aaahq.webex.com/cmp0307l/webcomponents/jsp/docshow/closewindow.jsp
MOOCs
Massively Online Open
Courses
One month later
In August 2013:
The American Public University System, which consists of the
• More Town,
than aW.Va.-based
half-dozen institutions
have University
made clear
they
Charles
American Public
and
American
Military
University,
Thursday
it will allow
will grant
transfer
credits announced
to studentson
who
successfully
itscomplete
students to
earn academic
credit low-cost
by taking online
massive
open
certain
MOOCs from
providers,
online
courses.
The 10
technology
mathematics
mainly
Coursera
andscience,
Udacity.
An untoldand
number
of other
courses -- five each from MOOC providers Coursera and Udacity
colleges may be quietly wrestling with the issue of transfer
-- have received credit recommendations from the American
creditsonfor
MOOCs,Inperhaps
at thethe
request
of students
Council
Education.
a statement,
university
said it may
themselves
Insideand
Higher
Ed Aug
8, 2013
expand
its offerings
incorporate
more
MOOC providers in the
future. American Public U. to Offer For-Credit MOOCS
Friday, September 20, 2013 - 3:00am
Read more: Inside Sept 20,2013
MOOCs for Credit?!
http://www.insidehighered.com/news
The (Just Under) $7,000 Computer Science Degree
The Georgia Institute of Technology said it will offer a two-year master's degree in
computer science to thousands of students online for a fraction of the cost of a
traditional degree. Georgia Tech dean Charles Isbell joins digits. Photo: Georgia
Institute of Technology.
GEORGIA TECH ONLINE MASTERS
http://live.wsj.com/video/the-(just-under)-7000-computer-science-degree/8A507DAD-B987-4F28-9F3138420516597F.html?KEYWORDS=%22Georgia+Tech%22%22%20%5Cl%20%22!8A507DAD-B987-4F28-9F3138420516597F#!8A507DAD-B987-4F28-9F31-38420516597F
BIG DATA, not MOOCS, will give institutions the predictive tools they
need to improve outcomes for individual students
•
Online learning will fundamentally transform higher education, bridging distances and
creating access in ways that have not been possible before. But, in this arena, MOOCs are
not a transformative innovation that will forever remake academia. That honor belongs to a
more disruptive and far-reaching innovation – "big data." A catchall phrase that
refers to the vast numbers of data sets that are collected daily,
big data promises to revolutionize online learning and, in doing
so, higher education.
• Big data in the online learning space will give institutions the
predictive tools they need to improve learning outcomes for
individual students. By designing a curriculum that collects data at every step
of the student learning process, universities can address student needs with
customized modules, assignments, feedback and learning trees in the curriculum that will
promote better and richer learning.
USNews.com August 15, 2013, The Coming Big Data Education Revolution
by Doug Guthrie, August 15, 2013
http://www.usnews.com/opinion/articles/2013/08/15/why-big-data-not-moocs-will-revolutionize-education
Medical Schools Prepare Students to Navigate a
New Flood of Biodata By Scott Carlson
Analysis, interpretation, and critical thinking gain a new
emphasis over sheer memorization.
The Chronicle of Higher Education, Aug. 26, 2013
BIG DATA
.
Karen Pincus
What is
happening?
There is one major problem confronting the accounting
profession that will occupy the attention of the
administration of the Association this year. The avenues of
entry into the practice of accounting are not clearly
defined... It seems to me that the time has come for the
practitioners and the teachers of accounting to attack
this problem with a view to establishing a relationship that
compares with other professions such as law, medicine, and
engineering.
Who Said This and When?
22
There is one major problem confronting the accounting
profession that will occupy the attention of the
administration of the Association [Association of University
Instructors in Accounting] this year. The avenues of entry
Stevenson,
R. A.defined...
“Avenues
into the practice of accounting
are not clearly
It of
Entry
the
seems to me that the time has
cometofor
theAccounting
practitioners and
The Accounting
the teachers of accounting toProfession.”
attack this problem
with a
view to establishing a relationship
that
with );
other
Review
6,compares
no. 2 (1931
140–
professions such as law, medicine,
141. and engineering.
Who said this and when?
23
WHAT
IS THE
Current
Curriculum
Activities
ACCOUNTING
PROFESSION’S
RESPONSE?
A
A
P
A
T
H
I
W
M
A
I
C
P
A
Y
S
U.S. Treasury Recommendation
In 2008, the U.S. Department of Treasury Advisory
Committee on the Auditing Profession (ACAP) made a
number of recommendations. Part VI. Human Capital
recommendation #5 was:
“Encourage the AICPA and the AAA jointly to form a
commission to provide a timely study of the possible
future structure of higher education for the accounting
profession.”
Why the Pathways
Commission?
2
Pathways Commission (AAA and AICPA)
To study the future structure of higher education for the
accounting profession, and develop recommendations for
educational pathways to engage and retain the strongest
possible community of students, academics, practitioners
and other knowledgeable leaders in the practice and study
of accounting.
Pathways Commission
Objective
Pathways Commission (AAA and AICPA)
26
The Pathways Report Explores Seven
Elements Essential to Accounting Education
WAIT! I HAVE HEARD ALL
THIS BEFORE. REMEMBER
THE ACCOUNTING CHANGE
COMMISSION REPORT?
THE
PATHWAYS
COMMISSION
We did nothing then and we were
RECOMMENDATION
fine, so what is the big deal? Why
IMPLEMENTATIONS
not
just continue on? Nothing is
What is happening?
going to happen!
Improve the ability to attract high-potential,
diverse entrants into the profession.
Recommendation #5
Our Students
CURRENTLY:
The “First Academic Exposure” is a student’s first
introduction to accounting.
• This may occur in:
•
•
•
•
•
High School
Community College
4-year College
Graduate School
Executive Education
• Depth and breadth of content vary with
course objectives and student context.
30
A widely held perception of accounting is
that it’s the process of “bean counting.”
Word Cloud was created with taxedo.com and used under the Creative Commons License.
31
Through this
view, the
public
perceives
accounting as
a mechanical,
black-or-white,
right-or-wrong
process.
32
• What is the role of other professions?
• Medicine
• Law
• So what is the answer to this question?
What is accounting’s purpose
or role in society?
Reality is that accounting plays a critical
role in supporting a prosperous society.
Word Cloud was created with taxedo.com and used under the Creative Commons License.
34
Through this
view, accounting
is seen as a
profession that
enables informed
decision-making
to increase social
prosperity.
This is the
“Pathways Vision
Model.”
35
Recommendation #4
Our Curricula
Develop curriculum
models, engaging learning
resources, and
mechanisms for easily
sharing them as well as
enhancing faculty
development opportunities
to sustaining a robust
curriculum.
Photo by jisc_infonet; used under the Creative Commons license and available http://www.flickr.com/photos/jiscinfonet/291359812/sizes/z/in/photostream/
Task Force
Task Force Name
Action Item
4.1
Accounting Common Body of Knowledge
4.1.1, 3, 4, 7
Task Force Charge: Broadly
define the body of knowledge that
is the foundation of accounting’s
curricula of the future…
• be attentive ….global mindset in
accountants.
• attempt to reach consensus on
where elements of the CBoK
inform curriculum models.
• connect the CBoK to a map of
competencies (e.g., Bloom’s
Taxonomy) and related
performance levels for alternative
accounting career paths.
Chair: Susan Wolcott, WolcottLynch
Associates
Contributors:
• Barbara Hopkins, Northern Virginia
Community College
• James Powell, KPMG
• Jane Rubin, CPA, Educational
Strategies Co.
• Mark Schneider , Johnson & Johnson
• Melanie Thompson, Texas Lutheran
University
• Suzanne Viele, Johnson & Johnson
• Gail Hoover King, Purdue 38
University Calumet
Task Force Task Force Name
Action Item
4.2
4.1.2, 5, 7
Signature Pedagogy
Task Force Charge: Define
and develop a signature
pedagogy, or suite of
pedagogies, that will support
the learning approaches of a
globally diverse student body.
… incorporate appropriate
elements of the CBOK
…identify levels of knowledge
corresponding to the same
taxonomy (ies) used by CBoK
Task Force.
Chair: Cathleen Burns, Creative Action
Learning Solutions, LLC
Contributors:
• Bob Allen, University of Utah
• Susan Crosson, Emory University
• Kathryn Jervis, University of Rhode Island
• Sherry Mills, New Mexico State University
• Lisa Nichols, Deloitte
• Tracie Nobles, Texas State University
• Julie Smith David, American Accounting
Association
• Monte Swain, Brigham Young University
• Tim West, Northern Illinois University
39
• Jack Wilkerson, Wake Forest University
• Gail Hoover King, Purdue University
Calumet
Task Force
Task Force Name
Action Item
4.3
Technology
4.1.2, 5, 7
Task Force Charge:
To develop a white paper
on the global trends in
technology and business.
Chair: Guido Geertz, University of
Delaware
• Contributors:
• Julie Smith David, AAA
• Brian Sommer, Vital Analysis
• Robyn Raschke, University of
Nevada Las Vegas
40
Three Task Forces: CBoK, Sign. Ped, Technology
Pedagogy Content
Knowledge
Technological
Content Knowledge
Technological
Pedagogy Knowledge
Overall Goal of Recommendation 4
Technological Pedagogy Content Knowledge
TF #3: TPCK Model
From: Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
PUNYA MISHRA & MATTHEW J. KOEHLER
Teachers College Record, Volume 108, Number 6, June 2006, pp. 1017–1054
Taskforce
Assumptions
CurrentState
State
Task Forces
Mindset:ofFuture
Content
Pedagogy
Content
Optimize Learning
Experiences
Technology
Technology
Common Body Knowledge*
*IMA/MAS Competency Integration: A Framework for
Accounting Education. Learning objectives for each
competency were developed incorporating the AICPA Core
Competencies.
Quantitative
Methods
Communication
Analytical
Thinking &
Problem Solving
Human Relations
Foundational
Competencies
Technology
External
Reporting &
Analysis
Planning
Analysis &
Control
Taxation:
Compliance &
Planning
Information
Systems
Assurance
& Internal
Control
Professional
Values, Ethics,
& Attitudes
Accounting
Competencies
Leadership
Ethics &Social
Responsibility
Governance,
Risk &
Compliance
Process
Management &
Improvement
Additional Core
Management
Competencies
Broad Management
Competencies
Professional Judgment Learning Process
Signature pedagogy - interaction with profession
Competencies:
Professional
Judgment
used in
High Quality
Decision Making
Accounting
Broad Management
Foundational
Interaction w/ Profession
Accounting
Generalist
Accounting
Professional
Experienced
Practitioner
*Based on IMA/MAS Competency Integration: A Framework for Accounting
Education; Incorporating the AICPA Core Competency
Transformative
Learning
Experience
IMA/MAS
FRAMEWORK
Discussion
Points
Technologies are
deeply ingrained
across an
accountant’s day-to
day activities.
INTEGRATIVE
APPLICABILITY:
being able to apply
technological skills in
a wide variety of
business/accountingrelated activities.
Integrate the learning
of how to apply
technologies in an
accounting context
across the different
accounting areas.
The knowledge, skills, and
abilities of an accounting
education should emerge and be
developed within the curriculum
as integrated competencies, as
this is how those competencies
will be deployed within the
organization
Requires advanced
training (and effort) of
non-systems
accounting faculty.
The accounting
profession is faced
by a brisk pace of
technological
innovation.
INNOVATION: be
aware of emerging
technologies and
understand how they
can improve
accounting-related
tasks.
In addition to learning
specific emerging
technologies, students
should be taught how
to deal with emerging
technologies in an
accounting context
(the process): e.g. risk
analysis.
“Accounting education should
focus on curricular requirements
for long-term career demands.”
Students are asked to
apply their skills in an
environment not
characterized by
financial data.
“The organizational field of
accounting must develop a
comprehensive understanding of
its role in society. This effort
requires a strategic view of
accounting’s value proposition –
how accountants add value to
organizations .
What the real
world looks like
Technological
Competency
Expand
accounting-related
expertise to other
disciplines (e.g. big
data).
SCOPE: apply
technological and
other accountingrelated competencies
in a different context.
The importance is
emphasized by
AACSB standard A7.
Three Task Forces
Desired Discussion
& Engagement
As you reflect on the following positions, tentatively staked out by
the Curriculum Recommendation Team, what do you see as pros
and cons, as concerns and challenges, as questions to be
addressed, both conceptually and pragmatically, and especially
from your perspective as accounting faculty & practitioners?
 Professional judgment as a pervasive developmental objective
of accounting education
 Global mindset as a pervasive developmental objective of
accounting education
 Professional interaction as the signature pedagogy of
accounting education
THOUGHTS? QUESTIONS?