Tag Archives: Accounting Curriculum

Integrated Reporting and Implications for Accounting Curriculum in Nigeria (Published)

Integrated reporting (<IR>) has been promoted by influential international organisations as the communication vehicle that provides concise, future-oriented and strategically relevant information and integrates financial, social and environmental elements to providers of the capitals and other interested parties. Increasing adoption of <IR> globally envisages significant implications for accounting education and the accounting curriculum, for both professional and academic training necessary for the “new” corporate reporting protocol. This paper reviews integrated reporting literature to access the principles and frameworks and outputs articulated by these influential organisations. In view of the suggested reporting outcomes, fundamental guiding principles and the main components of an integrated report, it is envisaged that the “new” accounting curricula would focus more on the longer-term than the shorter-term, more on corporate strategic outlook than operational or transactional processes; more prospective rather than retrospective analysis and reporting on wider business performance metrics than on narrower external financial reporting data or audit compliance. While leading global professional accountancy bodies (e.g., ACCA & CIMA) have already fully incorporated integrated reporting principles within their curriculum at the professional level, only few universities outside Nigeria have incorporated integrated reporting principles or learning outcomes within their existing curriculum. The paper calls on Accounting Departments of universities to incorporate <IR> principles into their course offerings.

Keywords: Accounting Curriculum, Nigeria, Social Responsibility, Stakeholder Engagement, Sustainability, integrated reporting

PREPARING GLOBALLY MINDED ACCOUNTING GRADUATES THROUGH MODERN ACCOUNTING CURRICULUM (Published)

This paper focused on preparing globally minded accounting graduates through modern accounting curriculum. Three hypotheses were formulated and tested. The population of the study comprised six hundred and two (602) accounting lecturers and students selected from both private and public Universities in Nigeria of which three hundred and one (301) were purposively sampled. Structured questionnaire of 35 items was used as instrument for data collection. It was validated by three research experts and the Cronbach Alpha reliability coefficient was used to establish the reliability of the instrument which yielded coefficient value of 0.91. The Mean of the responses with their standard deviation was used to answer the research questions. The student’s t-test statistic was used to test the three hypotheses at 0.05 level a significance, using Eview statistical software. The study reveals that modern techniques of the practice of accounting are not yet included into the accounting curriculum of the selected Universities in Nigeria. It also discovers that emphasis is heavily placed on paper qualification of the lecturers with little or no emphasis on the practical demonstration and ability of the lecturers to impact knowledge into the students. It also reveals that in order to enhance practical skills of accounting graduates, practical exposure of the students is important for them to be relevant in a global economy. The study recommends regular training and retraining of accounting lecturers on modern techniques of the practice of accounting to enhance contemporary knowledge of accounting graduates in the global market. Based on the findings and recommendations, the paper concludes that for the massive unemployment situation being experienced by accounting graduates in the developing countries to reduce, there is the urgent need to equip the graduates with relevant marketable skills that will make them relevant in the global labour market.

Keywords: Accounting Curriculum, Accounting Students, Nigeria Universities, Unemployment