This dissertation helps accounting students, educators and practitioners who mentor young accountants, make decisions regarding complying with the 150-Hour Rule. It discusses the views on accounting education from the late 1800’s to 2014. It notices that throughout the history of accounting education—communication, learning to learn, intellectualization, interpersonal skills, and integrity are key attributes required of accountants, which can be given the label of CLI3. It further notices that the views on the additional 30 hours of education take the form of advocating for extra education in specialized accounting (sa), liberal arts (la) or business subjects (bu). This creates essentially three means for obtaining the additional credits—CLI 3-sa, CLI3-la, and CLI3-bu.
Given that students may choose their own course of additional study, and because the 150-Hour Rule is relatively new and further, because college education is a costly investment, what advice can be offered? One finds insight into this question by looking at the view from the top of the profession. How did Certified Public Accounting (CPA) partners obtain their additional 30 credits?
To answer this question, CPA partners across the country and under age 45 were surveyed. What was discovered follows: close to half of CPA partners (for whom the 150-Hour Rule applied) have a master’s degree in accounting or tax, over 40% have a master’s in business administration or second major or minor in another business subject and less than one-fifth have second majors or minors in liberal arts. The 150-Hour Rule has had a significant impact on the educational profile of the profession. If the Rule did not apply, then only 21% of partners had graduate degrees. If the Rule did apply, then 67% had master’s degrees. Most CPA partners believe that students should use the additional 30 credits to study specialized accounting topics. Indeed, CPA partners cite accounting courses as the courses where they learned intellectual (critical) thinking. However, a combination of liberal arts, business and accounting courses were cited as contributing to communication skills. This research contributes to understanding accounting education as it is used and accounting knowledge by investment and explicit acquisition.
|Advisor:||Slaymaker, Adrianne E.|
|Commitee:||Cleveland, Grover, Runbeck, Richard J.|
|School:||Metropolitan State University|
|Department:||College of Management|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 78/03(E), Dissertation Abstracts International|
|Subjects:||Accounting, Education finance, Education history, Higher education|
|Keywords:||150-hour rule, Accounting education, Accounting education history, CLI3, CPA education, Explicit knowledge acquisition|
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