Out with the old, in with learning technologies
The ninth annual RMIT Accounting Educators’ Conference will be held in Melbourne, Australia. The RMIT Accounting Educators’ Conference is a refereed conference dedicated to the advancement of the theory and practices of accounting education. The conference promotes collaborative excellence between members and institutions from practice and education. The aim of the Conference is to provide an opportunity for academics and professionals with cross-disciplinary interests to bridge knowledge gaps, strive for excellence in research and promote the evolution of accounting education in the development of future accounting professionals. The conference invites research papers that encompass conceptual analysis, design implementation, critiques, empirical analysis, practice, and performance evaluation.
Call for Papers
Papers will not be limited to the conference theme and may address the following accounting education topics:
- Accounting Profession
- Graduate Skills
- Student Engagement
- Theoretical Perspectives
- Work Integrated Learning
All papers to be submitted electronically through the Online Submission System. As all papers will be subject to a blind peer review, please ensure that no author details are mentioned in your paper. The first page of your paper should include the title of your paper, the abstract and the keywords. Research proposals can be submitted for presentation but will not be reviewed. Ideally papers should be a maximum of 10,000 words with an abstract of no more than 150 words. Authors may submit more than one paper however the Technical Committee reserve the right to restrict authors to one presentation. A presenter can always be a non-presenting co-author on additional papers.
Special Issue: Journal of Accounting Education
Call for Submissions
The Journal of Accounting Education is pleased to announce a Special Issue associated with the RMIT Accounting Educators’ Conference to be held at RMIT University in Melbourne, Australia on Monday 19 November 2018.
Technology is significantly impacting the accounting profession, devaluing long-standing core services and demanding new skill sets (McKinney et al., 2017; Pincus et al., 2017). While contemporary teaching spaces, new learning systems and digital technologies afford renewed approaches to teaching delivery and the learner experience, the challenge for educators is to use technology efficiently and effectively to enhance learning and teaching (Kirkwood and Price, 2005; Jebeile and Abeysekera, 2010; Litherland et al., 2013; Helfaya, 2018). Pincus et al. (2017, p.7) note that ‘technology has been adapted to familiar ways of teaching, but has not yet made a significant difference in what is being taught (curriculum) or how material is being taught (pedagogy)’. The current emphasis on authentic assessment, requiring students to ‘use the same competencies, or combinations of knowledge, skills, and attitudes that they need to apply in the criterion situation in professional life’ (Gulikers et al., 2004, p.69), demands a rethinking about the use of technology in curricula and pedagogy in accounting education to meet the mandates of the accounting profession (O’Connell et al., 2015).
The aim of this special issue is to encourage debate about the use of technology in curriculum and pedagogy. We invite authors to submit complete ‘journal ready’ accounting education related research papers, teaching cases, teaching notes, or best practices to the special issue that address areas like (but are not restricted to):
- Innovative use of technology in curriculum and/or pedagogy
- Barriers to adoption of new technologies in academia and how to overcome them
- The classroom of the future
- Students’ or academics’ experiences with using new technologies
Conference acceptance/presentation does not guarantee publication in the Journal. Submitted papers will be subject to double blind peer review by academics. Subject to editorial review and approval, accepted manuscripts will be published in the Journal of Accounting Education (www.journals.elsevier.com/journal-of-accounting-education).
Special Guest Editors are: Meredith Tharapos, RMIT University and Brendan O’Connell, RMIT University.
To enhance early access, manuscripts will be published in regular journal volumes as accepted and later be pulled into a virtual special issue on the Journal of Accounting Education website. Submissions should be made electronically through www.evise.com/profile/api/navigate/ACCEDU starting 19 January 2019. When submitting, select the issue type as ‘Special issue’ and then ‘Special Issue: Out with the old, in with learning technologies’. The deadline for submissions is 19 March 2019. Acceptances will be on a rolling basis with an anticipated virtual special issue completion for March 2020. Potential contributors are encouraged to contact the guest editors to discuss ideas and topics.
Authors should submit the following items within the EVISE system:
(1) statement that the submitted work is original, that it has not been published elsewhere, and that the paper is not currently under review by any other journal;
(2) cover page, containing title of the manuscript and complete contact information for each author; and
(3) manuscript copy itself, without any author identification.
For further information, please contact either of the following guest editors:
Meredith Tharapos, RMIT University, email@example.com
Brendan O’Connell, RMIT University, firstname.lastname@example.org
|Contact the Conference Convenor||Paper Submission|
|23/10/2018||Notification of Accepted Papers|
|1/11/2018||Deadline for Presenters to Register|
PRESENTER TERMS & CONDITIONS
- All presenters must register and pay for the Conference by Wednesday 31 October 2018.
- No funding is available to support presenters.
- Papers must be presented by the named authors. Proxies will not be permitted except in an emergency such as ill health.
- The Organising Committee reserves the right to accept or refuse any proposal.