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Special Issue: Teaching and learning

Special issue call for papers from Meditari Accountancy Research

Meditari Accountancy Research
A journal listed by the South African DHET and the Australian ERA, ranked by the ABDC, and published by Emerald Group Publishing

Special Issue: Teaching and learning

Submission deadline: 31 July 2015

Guest Editors
Grant Samkin, University of Waikato, New Zealand ([email protected])
Lesley Stainbank, University of KwaZulu-Natal, South Africa

Call for papers

Submissions are invited for a Meditari Accountancy Research special issue that focuses on Teaching and Learning. Accounting education is a mature and well established academic discipline. This is evidenced by the number of specialised journals servicing the discipline including Accounting Education: An International Journal, Issues in Accounting Education, Advances in Financial Education; Journal of Accounting Education; Advances in Accounting Education: Teaching and Curriculum Innovations; and Global Perspectives on Accounting Education, as well as the number of dedicated streams devoted to it at international conferences. In addition to these dedicated forums, other accounting journals regularly publish research, case studies and comments on teaching and learning issues.

Internationally and particularly in developing countries, accounting education and educators face numerous challenges. The extent and complexity of these issues ensure that they are regularly addressed in the academic literature. These include but are not limited:

  • The proliferation of accounting and auditing standards internationally as well as regular changes to taxation and corporate legislation which provides ongoing challenges in maintaining and updating technical teaching material;
  • Increasingly large class sizes populated with students from different cultural and language backgrounds and whose first language is often not the medium of instruction;
  • Reduced access to teaching resources (staffing) resulting in increasing workloads;
  • Transformation demands which includes increasing the number of qualified graduates;
  • The use and implementation of rapidly changing technology in teaching and assessment; and
  • Pressure from professional bodies to teach within a narrow technically defined syllabus (meaning issues surrounding social justice, for example the environment or human rights, are either ignored or covered in a superficial manner);
  • Balancing the requirements of developing and maintaining a research profile, creating and implementing innovative teaching practices and while ensuring an appropriate work life balance

In this demanding environment, employers and other stakeholders are placing pressure on accounting educators to ensure that graduates possess an increasing array of appropriate ‘soft or domain- or practice-specific skills’. These include: analytical; communication (verbal, written and presentation); time management; critical thinking; interpersonal; listening; as well as judgment skills (see for example De Lange et al., 2006; De Villiers, 2010; Dixon et al., 2010; Kermis & Kermis, 2010, Low et al., 2013; Hesketh, 2011).

The literature provides extensive evidence of the innovative teaching practices implemented by teachers internationally to address some of the issues identified earlier. These include the use of techniques to engender a deep or higher order approach to learning (see for example Samkin & Francis, 2010; Turner & Baskerville, 2013), processes to teach written skills (Dale-Jones et al., 2013), review of learning approaches adopted by students (Flood & Wilson, 2008) the use of case studies (Boyce et al. 2001; Healy & McCutcheon, 2010), the accumulation of university credits through a work placement (Paisey & Paisey, 2010; Maelah et al., 2013), while Sin and McGuigan (2013) developed an assessment framework for complex graduate attributes that go beyond technical knowledge.

However what are less widely reported in the extant literature are the teaching innovations and practices implemented by educators in developing countries or in very large classes. In this special issue, the journal wishes to contribute to this body of knowledge by engaging more fully in the scholarship of teaching and learning especially, but not limited to, accounting education in developing countries.

Scope of this special issue

The scope of investigations in, and considerations and applications of new and innovative initiatives in teaching and learning is broad. An indicative list of themes includes, but is not limited to:

  • Innovations for large class sizes;
  • Innovative teaching approaches and initiatives;
  • The use of small learning spaces in teaching and learning;
  • Investigating students’ approaches to learning;
  • Changing nature of accounting and education and evolving aspects of accountability for graduate outcomes including graduate attributes and pervasive skills, leadership skills, sustainability, ethical behaviour and ‘soft skills’;
  • Curriculum development and content;
  • Articulation challenges;
  • The use of various forms of assessment to assess technical competence including formative, summative, peer and self- assessments;
  • The role of case studies in teaching
  • Engaging with issues of social justice, ethical conduct and social responsibility;
  • Teaching the teacher;
  • Personal reflections;
  • The challenges of tertiary accounting education in developing countries;
  • The challenges of dealing with student expectations in a multicultural and multilingual environment.


Submissions in English should be made via ScholarOne Manuscripts, Meditari Accountancy Research’s online submission and peer review system. This special issue is scheduled to be published in early 2016. Registration and access is available at: When you submit, please choose this special issue. Please follow the journal’s author guidelines ( Full information and guidance on using ScholarOne Manuscripts is available at the Emerald ScholarOne Manuscripts Support Centre:

Important dates

Submission deadline: 31 July 2015
Initial feedback to authors (indicative): 31 October 2015
Revisions due (indicative): 31 January 2016 - Followed by further reviews and revisions
Publication date: second half of 2016


Boyce, G., Williams, S., Kelly, A., & Yee, H. (2001). “Fostering deep and elaborative learning and generic (soft) skill development: The strategic use of case studies in accounting education”, Accounting Education: An International Journal, Vol. 10, No. 1, pp. 37-60.
Dale-Jones, G., Hancock, P. and Willey, K. (2013). “Accounting students in an Australian university improve their writing: but how did it happen?” Accounting Education: An International Journal, Vol. 22, No. 6, pp. 544-562.
De Villiers, R. (2010). “The incorporation of soft skills into accounting curricula: preparing accounting graduates for their unpredictable futures”, Meditari Accountancy Research, Vol. 18, No. 2, pp. 1-22.
De Lange, P., Jackling, B., & Gut, A. (2006). “Accounting graduates’ perceptions of skills emphasis in undergraduate courses: An investigation from two Victoria universities”, Accounting and Finance, Vol. 46, No. 3, pp. 365-386.
Dixon, J., Belnap, C., Albrecht, C., & Lee, K. (2010). “The importance of soft skills”, Corporate Finance Review, Vol. 14, No. 6, pp. 35-38.
Flood, B., & Wilson, R. (2008). “An exploration of the learning approaches of prospective professional accountants in Ireland”, Accounting Forum, Vol. 32, No. 3, pp. 225-239.
Healy, M., & McCutcheon, M. (2010). “Teaching with case studies: an empirical investigation of accounting lecturers’ experience”, Accounting Education: An International Journal, Vol. 19, No. 6, pp. 555-567.
Hesketh, J.H. (2011). “Accounting academics’ multiple challenges: Issues-driven learning offers a way forward”. SA Journal of Accounting Research, Vol. 25, No. 1, pp. 1-34.
Kermis, G., & Kermis, M. (2010). “Professional presence and soft skills: a role for accounting education”, Journal of Instructional Pedagogies, Vol. 2, pp. 1-10.
Low, M., Samkin, G., & Liu, C. (2013). “Accounting education and the provision of soft skills: implications of the recent NZICA CA Academic requirement changes”, E-Journal of Business Education & Scholarship of Teaching, Vol. 7, No. 1, pp. 1-33
Maelah, R., Aman, A., Mohamed, Z. M., & Ramli, R. (2012). “Enhancing soft skills of accounting undergraduates through industrial training”, Procedia-Social and Behavioral Sciences, Vol. 59, pp. 541-549.
Paisey, C., & Paisey, N. (2010). “Developing skills via work placements in accounting: student and employer views”, Accounting Forum, Vol. 34, No. 2, pp. 89-108.
Samkin, G., & Francis, G. (2008). “Introducing a learning portfolio in an undergraduate financial accounting course”, Accounting Education: An International Journal, Vol. 17, No. 3, pp. 233-271. Sin, S., & McGuigan, N. (2013). Fit for purpose: a framework for developing and assessing complex graduate attributes in a changing higher education environment. Accounting Education, Vol. 22 No. 6, pp. 522-543.
Stone, G., Lightbody, M., & Whait, R. (2013). “Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach. Accounting Education: An International Journal, Vol. 22 No. 2, pp. 168-192.
Turner, M. & Baskerville, R. (2013). “The experience of deep learning by accounting students”, Accounting Education: An International Journal, Vol. 22, No. 6, pp. 582-604.