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Over the past several years, there have been numerous calls by the accounting profession, advisory boards, and the American Accounting Association to increase the incorporation of data analytics and related tools into the accounting curriculum. While the calls have been loud and clear for "what" needs to be included in the accounting curriculum, the accounting programs have struggled with "how" to incorporate data analytics. This paper describes how one Master's of Accounting Program (M.Acc.) modified its graduate accounting program in a unique way to incorporate data analytics. Led by faculty, the changes were identified and implemented within nine months. Additionally, data analytics was implemented throughout the program, rather than as a stand-alone class. While not a lasting solution, it enabled the M.Acc. program to incorporate substantive changes into the program in a quick and efficient manner, pending a more extensive revision of the M.Acc. curriculum. [ABSTRACT FROM AUTHOR]

SYNOPSIS: Many accounting firms are starting to re-align their audit processes to incorporate technology and Audit Data Analytics (ADA), as the traditional procedures would seem to not be sufficiently effective and efficient to meet evolving market expectations (Byrnes et al. 2018; Forbes Insights 2017, 2018). This paper provides commentary on how data analytics knowledge should be required of the profession. We discuss the current business environment, Big Data, and the existing data analytics efforts made by businesses. Regarding the complementarity of available data analytics tools and knowledge, it proposes a guideline for the content and levels of ADA knowledge and skills of auditors serving in different roles. Finally, suggestions are provided to facilitate the adoption of ADA and provide solutions to challenges in the CPA exam, audit standards, and education. In this data-centric business environment, acquiring the knowledge and skills of data analysis should be a current professional priority. [ABSTRACT FROM AUTHOR]

The purpose of this commentary is to describe the successful assimilation of Professionally Oriented Faculty into the department of accounting through the use of the Pathways Commission Professionally Oriented Faculty Integration Principles. Further, building upon the Integration Principles, we provide recommendations for attracting and retaining Professionally Oriented Faculty. We accomplish this by describing the varied journeys of six different Professionally Oriented Faculty as compared with the POF Integration Principles. We also summarize the Professionally Oriented Faculty Integration Principles and encourage adoption by member institutions of these principles with an affirmative statement. [ABSTRACT FROM AUTHOR]

The number of companies reporting their corporate sustainability (CS) activities has significantly increased over the last decade. The result being a wide variability in the types of activities being reported and the ways the information is presented. An unanswered question is whether the information being reported by companies following the Global Reporting Initiative (GRI) CS framework is of interest to arguably one of the primary stakeholder groups, customers. Our study seeks to fill this knowledge gap by comparing the content of CS reports to results from a large-scale consumer stakeholder survey. By performing factor analysis on stakeholder evaluation of the importance of CS activities, we find that consumers see different dimensions than those put forth by the GRI framework, thereby suggesting a disconnect between corporate sustainability reporting and stakeholder views and interests. Our results indicate that risk and compliance are dimensions of interest to customers, while the GRI economic dimension is not viewed as important. Additionally, a new dimension of social justice is the most important to consumer stakeholders. Furthermore, the study highlights particular activities within each factor that are most important to the consumer stakeholder group. This research has implications for preparers of sustainability reports and organizations, such as the GRI, that establish guidance for sustainability reporting. [ABSTRACT FROM AUTHOR]