Abstract
In recent times, data analytics, artificial intelligence (AI), and related technological innovations have become the new buzzwords in accounting education because of the drastic changes triggered by these technologies in the business landscape. The extant literature proposes three methods to integrate current technologies and data analytics into the undergraduate accounting curriculum. The first is a focused approach, where data analytics competencies are developed as a stand-alone course. The second is the integrative approach which incorporates learning objectives associated with elements of data analytics into existing accounting courses. The third is the hybrid approach that combines both stand-alone courses and integrative approaches. The present study proposes to use the integrative approach to infuse data analytics topics in the Bachelor of Commerce in Accounting curriculum at a rural university in South Africa. This approach does not require adding credit hours to the overall curriculum. The Course Learning Outcomes (CLOs) model based on Bloom’s taxonomy and South African Institute of Chartered Accountant’s (SAICA) CA of the Future Competency Framework will serve as the theoretical framework. The findings of the study will be beneficial for universities and accounting educators when updating an accounting curriculum to include data analytics. Students will also benefit from this study because they will be introduced to data analytics in a progressive way.
Presenters
Emmanuel OseifuahHead of Department, Accountancy, University of Venda, Limpopo, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ACCOUNTING CURRICULUM RURAL TECHNOLOGY UNIVERSITY
