Example of Issues in Accounting Education format
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Example of Issues in Accounting Education format Example of Issues in Accounting Education format Example of Issues in Accounting Education format Example of Issues in Accounting Education format Example of Issues in Accounting Education format Example of Issues in Accounting Education format Example of Issues in Accounting Education format
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Example of Issues in Accounting Education format Example of Issues in Accounting Education format Example of Issues in Accounting Education format Example of Issues in Accounting Education format Example of Issues in Accounting Education format Example of Issues in Accounting Education format Example of Issues in Accounting Education format
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open access Open Access

Issues in Accounting Education — Template for authors

Categories Rank Trend in last 3 yrs
Education #575 of 1319 down down by 169 ranks
Accounting #93 of 155 down down by 26 ranks
journal-quality-icon Journal quality:
Good
calendar-icon Last 4 years overview: 88 Published Papers | 146 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 21/07/2020
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Related Journals

open access Open Access

Taylor and Francis

Quality:  
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CiteRatio: 2.2
SJR: 1.098
SNIP: 1.835
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CiteRatio: 3.5
SJR: 1.299
SNIP: 1.605
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Quality:  
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CiteRatio: 5.9
SJR: 2.212
SNIP: 2.09

Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.7

6% from 2019

CiteRatio for Issues in Accounting Education from 2016 - 2020
Year Value
2020 1.7
2019 1.8
2018 1.5
2017 1.6
2016 1.5
graph view Graph view
table view Table view

0.415

1% from 2019

SJR for Issues in Accounting Education from 2016 - 2020
Year Value
2020 0.415
2019 0.41
2018 0.423
2017 0.715
2016 0.577
graph view Graph view
table view Table view

0.794

2% from 2019

SNIP for Issues in Accounting Education from 2016 - 2020
Year Value
2020 0.794
2019 0.811
2018 0.516
2017 1.458
2016 1.136
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has decreased by 6% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 1% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 2% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Issues in Accounting Education

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American Accounting Association

Issues in Accounting Education

Approved by publishing and review experts on SciSpace, this template is built as per for Issues in Accounting Education formatting guidelines as mentioned in American Accounting Association author instructions. The current version was created on 21 Jul 2020 and has been used by 339 authors to write and format their manuscripts to this journal.

Education

Accounting

Social Sciences

i
Last updated on
21 Jul 2020
i
ISSN
0739-3172
i
Impact Factor
High - 1.079
i
Acceptance Rate
Not provided
i
Frequency
Not provided
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
White faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
aasjournal
i
Citation Type
Author Year
(Blonder et al., 1982)
i
Bibliography Example
Blonder, G. E., Tinkham, M., and Klapwijk, T. M. 1982, Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion, Phys. Rev. B, v. 25(7), p. 4515–4532.

Top papers written in this journal

open accessOpen access Journal Article
Cost Accounting: A Managerial Emphasis

Topics:

Cost accounting (65%)65% related to the paper
474 Citations
Journal Article DOI: 10.2308/IACE-50131
The Evolution of Fraud Theory

Abstract:

This paper revisits the Fraud Triangle, highlighting recent findings and contemporary thinking in the anti-fraud community to develop a meta-model of fraud for use in accounting instruction and research. The importance of the Fraud Triangle is particularly important as a model for assessing the risk of fraud, but it is only o... This paper revisits the Fraud Triangle, highlighting recent findings and contemporary thinking in the anti-fraud community to develop a meta-model of fraud for use in accounting instruction and research. The importance of the Fraud Triangle is particularly important as a model for assessing the risk of fraud, but it is only one component of an overall audit risk assessment plan. Explicit reference to the auditor's responsibility in identifying the risks of material misstatement arising from fraud is included in the guidance provided by both the AICPA and PCAOB (2010). Identifying fraud risk is a significant element of assurance services, and necessitates a model reflecting the current thinking surrounding the fraud event. To enhance our understanding of the fraudster's motivations and improve the anti-fraud community's ability to prevent, deter, detect, investigate, and remediate fraud, researchers and practitioners have offered insights beyond the Fraud Triangle. These insights are summarized ... read more read less

Topics:

Constructive fraud (68%)68% related to the paper, Audit risk (60%)60% related to the paper, White-collar crime (55%)55% related to the paper
317 Citations
Journal Article DOI: 10.2308/IACE.2008.23.4.521
The Psychology and Sociology of Fraud: Integrating the Behavioral Sciences Component Into Fraud and Forensic Accounting Curricula

Abstract:

INTRODUCTION The 2008 Report to the Nation issued by the Association of Certified Fraud Examiners indicated that U.S. organizations lose almost 7 percent of their revenue to fraud, and that the Gross Domestic Product (GDP)-based annual fraud estimate for the United States alone was $994 billion (ACFE, 2008). Of course, we all... INTRODUCTION The 2008 Report to the Nation issued by the Association of Certified Fraud Examiners indicated that U.S. organizations lose almost 7 percent of their revenue to fraud, and that the Gross Domestic Product (GDP)-based annual fraud estimate for the United States alone was $994 billion (ACFE, 2008). Of course, we all now recognize that the scourge of fraud is a global phenomenon that extends far beyond the borders of the U.S. However, the study of white collar crime has hitherto been relatively sparse because ‘‘few areas of criminological investigation are plagued [with such] intractable controversies [including] conceptual ambiguities, distinctions, and taxonomies’’ (Shover 1998). Nevertheless, future business professionals, and especially accounting majors, must have a keen understanding of the new 21st century era of governance and accountability spawned by the post-Enron/WorldCom environment. In this regard, colleges and universities must do their part by encouraging business, criminology, and law faculty to carry out much-needed research in this important area and teach courses in fraud and forensic accounting (FFA). Because any organization can be plagued by fraud, organizations should strive to understand the behavioral root causes of fraud—who commits fraud and why—and thus, proactively manage their fraud risk exposure. Indeed, these are the fundamental premises underlying the model FFA curriculum developed by and implemented at West Virginia University (2007). In this paper, I will make the case for looking seriously to the behavioral sciences— read more read less

Topics:

Forensic accounting (64%)64% related to the paper, White-collar crime (58%)58% related to the paper, Corporate governance (50%)50% related to the paper
View PDF
210 Citations
Journal Article DOI: 10.2308/IACE-10300
The Pathways Commission on Accounting Higher Education: Charting a National Strategy for the Next Generation of Accountants
Bruce K. Behn1, William F. Ezzell1, Leslie A. Murphy1, Judy Rayburn1, Melvin T. Stith1, Jerry R. Strawser1

Abstract:

T he Pathways Commission on Accounting Higher Education was created by the American Accounting Association (AAA) and the American Institute of Certified Public Accountants (AICPA) to study the future structure of higher education for the accounting profession and develop recommendations for educational pathways to engage and ... T he Pathways Commission on Accounting Higher Education was created by the American Accounting Association (AAA) and the American Institute of Certified Public Accountants (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. This charge is, by design, expansive in its scope and open to much interpretation. Accordingly, the Commission began its work by developing a number of fundamental principles on which to focus its study, outreach, and the process used to make its recommendations. This introduction highlights some of those principles as a prelude to the summary of recommendations that follow. Pathways Commission participants, including leading accounting practitioners and educators, sought input from a variety of stakeholders over the last 18 months to investigate ways to enhance the opportunities and relevance of the accounting education experience in its broadest sense. This document serves solely as an executive summary of the much more comprehensive report of the Pathways Commission; we encourage readers to explore the full report. To achieve the Pathways Commission’s charge, it was important to explore a wide range of perspectives on current and future challenges and opportunities for the profession. For instance, the amount and complexity of information accountants are charged with interpreting, processing, reviewing, and reporting is continuously increasing. While technological advances can surely enable a profession to better address change and meet new challenges, technological change offers read more read less

Topics:

Management accounting (65%)65% related to the paper, Executive summary (53%)53% related to the paper, Higher education (51%)51% related to the paper, Outreach (51%)51% related to the paper, Commission (51%)51% related to the paper
183 Citations
Journal Article DOI: 10.2308/IACE.2000.15.1.129
The Use of Technology in the Delivery of Instruction: Implications for Accounting Educators and Education Researchers
Stephanie M. Bryant1, James E. Hunton2

Abstract:

The twofold purpose of this paper is to offer recommendations to accounting educators regarding educational technology (ET) delivery modes, and to stimulate accounting education research efforts in the area of ET. Drawing from behavioral and cognitive theory, as well as educational research on the impact of technology on lear... The twofold purpose of this paper is to offer recommendations to accounting educators regarding educational technology (ET) delivery modes, and to stimulate accounting education research efforts in the area of ET. Drawing from behavioral and cognitive theory, as well as educational research on the impact of technology on learning, this paper reports and discusses the current state of research in ET. Next, ET research and accounting technology research are reviewed and classified into five types: (1) evaluation research, (2) media‐comparison studies, (3) intra‐medium studies, (4) aptitude‐treatment interaction studies, and (5) alternative research designs. We provide practical guidelines to accounting educators and theory‐based suggestions to accounting education researchers with regard to ET and its potential impact on student learning. Finally, we offer some directions for future accounting ET research. read more read less

Topics:

Educational research (56%)56% related to the paper, Educational technology (53%)53% related to the paper
170 Citations
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Frequently asked questions

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Yes, the template is compliant with the Issues in Accounting Education guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Issues in Accounting Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Issues in Accounting Education citation style.

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5. Can I use a manuscript in Issues in Accounting Education that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Issues in Accounting Education that you can download at the end.

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To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Issues in Accounting Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Issues in Accounting Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Issues in Accounting Education?

The 5 most common citation types in order of usage for Issues in Accounting Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Issues in Accounting Education Endnote style according to Elsevier guidelines.

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