The agreement process for implementing the International Education Standards for Accounting among Japanese accounting academics: a grounded theory approach Online publication date: Sat, 12-Jul-2014
by Satoshi Sugahara; Gregory Boland
International Journal of Accounting and Finance (IJAF), Vol. 4, No. 2, 2013
Abstract: The major purpose of this paper was to research the process and extent to which Japanese accounting academics agree to incorporate the International Educational Standards for Professional Accountants (IESs) into their curriculum. This study applied grounded theory in order to generate a theory that could explain which driver/s Japanese accounting academics perceive as important in influencing their agreement for the IESs implementation. The findings of this study indicate that accounting academics in Japan have not yet reached a consensus on the successful integration of the IESs into their domestic accounting education system, especially at the undergraduate level. As a subsequent outcome, suggestions and recommendations on how to successfully incorporate the IESs into their undergraduate programmes were composed, followed by referring several limitations and further possibilities of the extended research.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Accounting and Finance (IJAF):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook