Accounting Education Research Prize-winning Contributions

Introduction Richard M.S. Wilson

1. 1992: Purposes and Paradigms of Management Accounting: Beyond Economic Reductionism Martin Kelly and Michael Pratt

2. 1993: From Fresher to Finalist: A Three Year Analysis of Student Performance on an Accounting Degree Programme Susan Bartlett, Michael J. Peel and Maurice Pendlebury

3. 1994: Teaching Ethics in Accounting and the Ethics of Accounting Teaching: Educating for Immorality and a Possible Case for Social and Environmental Accounting Education Rob Gray, Jan Bebbington and Ken McPhail

4. 1995: Competence is Not Enough: Meta-competence and Accounting Education Reva Berman Brown and Sean McCartney

5. 1996: Fostering Deep and Active Learning through Assessment Len Hand, Peter Sanderson and Mike O’Neil

6. 1997: Improving the Quality of Accounting Students’ Learning through Action-oriented Learning Tasks Ralph W. Adler and Markus J. Milne

7. 1998: Exporting Accounting Education to East Africa – Squaring the Circle Patrick J. Devlin and Alan D. Godfrey

8. 1999: The Quality of Learning in Accounting Education: The Impact of Approaches to Learning on Academic Performance Peter Booth, Peter Luckett and Rosina Mladenovic

9. 2000: Identifying and Overcoming Obstacles to Learner-centred Approaches in Tertiary Accounting Education: A Field Study and Survey of Accounting Educators’ Perceptions Ralph W. Adler, Markus J. Milne and Carolyn P. Stringer

10. 2001: A Study of Students’ Perceptions of the Usefulness of Case Studies for the Development of Finance and Accounting-related Skills and Knowledge Sidney Weil, Peter Oyelere, Joanna Yeoh and Colin Firer

11. 2002: Accountability of Accounting Educators and the Rhythm of the University: Resistance Strategies for Postmodern Blues Russell Craig and Joel Amernic

12. 2003: A Comparison of the Dominant Meta-programme Patterns in Accounting Undergraduate Students and Accounting Lecturers at a U.K. Business School Nigel Brown

13. 2004: Encouraging a Deep Approach to Learning through Curriculum Design Linda English, Peter Luckett and Rosina Mladenovic

14. 2005: Perceptions of the Learning Context and Learning Approaches: Implications for Quality Learning Outcomes in Accounting Beverley Jackling

15. 2006: Using Dimensions of Moral Intensity to Predict Ethical Decision-making in Accounting Deborah L. Leitsch

16. 2006: Accounting Textbooks: Exploring the Production of a Cultural and Political Artifact John Ferguson, David Collison, David Power and Lorna Stevenson

17. 2007: Concept Mapping in a Financial Accounting Theory Course Jon Simon

18. 2008: Introducing a Learning Portfolio in an Undergraduate Financial Accounting Course Grant Samkin and Graham Francis

19. 2009: Moral Intensity and Ethical Decision-making: An Empirical Examination of Undergraduate Accounting and Business Students Breda Sweeney and Fiona Costello

20. 2010: The Role of Cultural Factors in the Learning Style Preferences of Accounting Students: A Comparative Study between Japan and Australia Satoshi Sugahara and Gregory Boland

21. 2011: Understanding Student Plagiarism: An Empirical Study in Accounting Education Xin Guo

22. 2012: Expanding the Horizons of Accounting Education: Incorporating Social and Critical Perspectives Gordon Boyce, Susan Greer, Bill Blair and Cindy Davids

Biography

Professor Richard M. S. Wilson has devoted his career to boundary-spanning (e.g. as practitioner and professor, across disciplines, and in different locations). For 40 years he has been active nationally and internationally in educational policy-making on the interface of accounting education and training; has worked in more than a dozen countries; has published widely; is the founding editor (and currently Editor-in-Chief) of Accounting Education: an international journal; holds two Lifetime Achievement Awards (one specifically for his work in the field of accounting education); and is an Academician of the Academy of Social Sciences.