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JOURNAL OF EMERGING TECHNOLOGIES IN ACCOUNTING
Vol. 18, No. 1
Spring 2021
pp. 159–173
American Accounting Association
DOI: 10.2308/JETA-2020-042
Integrating Emerging Accounting Digital Technologies and
Analytics into an Undergraduate Accounting Curriculum—
A Case Study
ABSTRACT: It is essential for academics to integrate current and emerging technologies into accounting
curriculums in order to provide students with the appropriate knowledge and skill sets necessary to succeed in the
accounting profession. This paper presents a case study that documents our experiences relating to the integration
of current and emerging technologies into the existing undergraduate accounting curriculum. Details of the
curriculum changes made in order to meet the challenges brought about by new technologies are provided. This
paper also includes examples of classroom resources that are available for academics to integrate technologies into
the curriculum. A brief glossary of current and emerging technologies is also provided.
Keywords: emerging technologies; accounting curriculum; academic resources; academic technology resources;
accounting technology cases.
I. INTRODUCTION
A
ccounting has significantly changed since Luca Pacioli first published his book in 1494 titled Summa de
Arithmetica Geometria (Everything about Arithmetic, Geometry, and Proportion), which had an entire section
devoted to bookkeeping (Chatfield 1974). Pacioli’s book, considered by many to be revolutionary at the time, was
the foundation for our current accounting system. Recent advances in digital technologies are quickly disrupting the
accounting profession in what is seen by many as a revolution in accounting. Technology changes such as comptometers,
electronic adding machines, mainframe computers, and microcomputers were helpful tools for accountants that influenced
the way accountants worked, but did not revolutionize the profession. Within the past few decades, the introduction of
laptops, notebooks, smartphones, and sophisticated software programs has had a major impact on the profession. Worksheet
programs like Excel have replaced the need for the traditional green accounting column paper spreadsheets with the little
boxes to enter the numbers. While these technological tools can be considered evolutionary changes, new technologies like
artificial intelligence and blockchain are causing a revolutionary change comparable to the impact of Pacioli’s book. These
advances in digital technology are quickly changing the way we record, store, and manage data, perform audits and deliver
other accounting services (Deloitte 2016; Applebaum, Kogan, Vasarhelyi, and Yan 2017; EYARC 2018a;1 Vasarhelyi and
Rozario 2018). Artificial intelligence will likely have the most profound impact on accounting by replacing many of the
duties performed by accountants (EYARC 2018a).
In April 2018, the Association to Advance Collegiate Schools of Business International (AACSB) formally adopted
new accounting accreditation standards for accounting programs (AACSB 2018). AACSB Accounting Standard A5, which
The authors recognize Kathleen M. Bakarich, John (Jack) Castonguay, and Patrick O’Brien for their significant contribution to the new courses and
curriculum changes described in this paper. The authors thank the anonymous reviewers for their useful comments and suggestions.
Ralph S. Polimeni and Jacqueline A. Burke, Hofstra University, Frank G. Zarb School of Business, Department of Accounting, Taxation, and Legal
Studies in Business, Hempstead, NY, USA.
Editor’s note: Accepted by Alexander J. Sannella.
Submitted: May 2020
Accepted: September 2020
Published Online: October 2020
1
The Ernst & Young resources are available at the online Ernst & Young Foundation’s Academic Resource Center (EYARC). Faculty and staff at notfor-profit, higher education institutions may request access by contacting eyarc@ey.com.
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Ralph S. Polimeni
Jacqueline A. Burke
Hofstra University
Polimeni and Burke
160
II. APPROACH TO CHANGE
Our business school has five departments and is accredited by the AACSB. The accounting department also has separate
accounting AACSB accreditation and its own standing curriculum committee that normally handles routine curriculum
changes. Piecemeal changes to our curriculum have been made throughout the years to address changes in accounting standards
and technology. For example, years ago an accounting information systems course was created that covered topics such as
documentation techniques of computer-based accounting systems, auditing and controls in computerized environments,
database systems, and tools used in data analytics. Some professors were also integrating data analytics into their courses, and
at least one was integrating blockchain into a course. However, the faculty believed that the recent dramatic changes in
emerging technologies required a comprehensive review and overhaul of the undergraduate curriculum to assure that all
courses were updated to reflect changes in technology. To accomplish this task in an efficient and effective manner, a special
Blue Ribbon Committee was established by the department chair and given the mandate to review the existing undergraduate
accounting curriculum and recommend changes, as warranted. Final recommendations of the committee were processed
through the regular school approval procedures for making curriculum changes.
The Blue Ribbon Committee was comprised of nine members who were mainly from the accounting department’s strategic
planning committee. Both tenured and untenured faculty were on the committee. A former dean, who had also previously
served as department chair, was asked to chair the committee. The recommended curriculum changes created by our Blue
Ribbon Committee were designed to more than satisfy AACSB Accounting Standard A5, and significantly enhance our
program, making it more attractive to potential students, current students, and employers.
Journal of Emerging Technologies in Accounting
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specifically deals with technology, states that accounting programs should incorporate ‘‘learning experiences that develop
skills and knowledge related to the integration of information technology in accounting and business. This includes the
ability of both faculty and students to adapt to emerging technologies as well as the mastery of current technology’’
(AACSB 2018, 27).
Graduates, upon their entrance into the profession, are expected to have knowledge of the most recent technologies as they
relate to the accounting profession. According to PwC (2015, 2018), students should understand how organizations make use of
technology to carry out core business processes and need to acquire a fundamental grasp of emerging technologies and how
these technologies can be utilized to solve problems in business. PwC further states that companies are using a multitude of
technologies such as augmented reality, virtual reality, machine learning, artificial intelligence, drones, and intelligent process
automation.
The National Association of State Boards of Accounting (NASBA) and the American Institute of Certified Public
Accountants (AICPA) (NABSA and AICPA 2020) have undertaken the CPA Evolution project that strives to change the CPA
licensure model to adapt to the quickly changing skill sets and competencies that are required by the accounting profession.
Technological advances served as the initial motivating factor driving this transformation. As part of the proposed changes,
technology will be part of the basic ‘‘core’’ of knowledge along with accounting, auditing, and taxation, in which candidates
must demonstrate proficiency. Additionally, each candidate would also be required to demonstrate a more in-depth knowledge
in one of three disciplines. These disciplines include (1) information systems and controls, (2) business reporting and analysis,
and (3) tax compliance and planning (NASBA and AICPA 2020).
In order to meet the changing demands of the accounting profession, accounting curriculums must be modified to prepare
accounting students for the significant changes in the accounting profession brought about by new technologies. Academia
often lags behind changes in the profession in part because of the various governing procedures that curriculum changes must
go through for approval. With such fast-paced technological changes, it is even more challenging. Some states even require
colleges to obtain state approval for major curriculum changes, further delaying the process. However, the authors believe that
in order to provide students with the skills necessary to enter the accounting profession, accounting educators need to make
major curriculum changes to address the rapid advances in technology.
We present a case study and document our experiences relating to our plan to further integrate new emerging technologies
into the existing undergraduate accounting curriculum in order to meet the challenges brought about by these new technologies.
This paper documents Phase I that focused only on our undergraduate accounting curriculum and provides details of the
changes made to incorporate current and emerging technologies (Appendix A) into the curriculum. This paper also provides
examples of classroom resources that are available for academics to integrate current and/or emerging technologies (Appendix
B) and a brief glossary of current and emerging technologies (Appendix C). Phase II, which is not covered in this paper, will
also be undertaken and will focus on our graduate curriculum. Once the changes are formally integrated into the curriculum, as
with all our programs, an ongoing assessment process will be conducted to identify successes and areas that need improvements
with changes being implemented as appropriate. The assessment process is especially important regarding these changes due to
the evolving nature of technology.
Integrating Emerging Accounting Digital Technologies and Analytics into an Undergraduate Accounting Curriculum
161
III. GOAL AND OBJECTIVES OF THE COMMITTEE
The goal of the Blue Ribbon Committee was to update the undergraduate accounting curriculum to incorporate new and
emerging technologies. In order to better prepare our students for entry-level accounting positions, the following objectives
were created:
Accounting students will:
 be able to quickly adapt to different technological tools used in accounting;
 be able to determine which technological tool is best for a specific accounting problem;
 have stronger knowledge and skills sets necessary for performing certain accounting tasks and problem solving;
 be better prepared to communicate with IT specialists; and
 be more creative thinkers and better problem solvers.
A subcommittee of five members from the Blue Ribbon Committee was established to design a first draft of proposed
changes. The subcommittee consisted of the Blue Ribbon Committee Chair, Department Chair, two tenure-track faculty
members, and a department administrator/adjunct faculty member. Individuals were given a list of course descriptions of all the
current undergraduate accounting courses and were asked to integrate technology into all existing courses and develop any new
courses, as warranted. The findings of the subcommittee were periodically discussed with all members of the committee.
Additionally, throughout the process the Department Chair and several Blue Ribbon Committee faculty members discussed the
proposals with members of the department’s external advisory board, which is comprised of partners and other leadership
individuals from accounting firms (including the Big 4), and industry. Members of the advisory board will be continually
updated as we move into the implementation and assessment stage of our curriculum changes.
V. FINAL RECOMMENDATIONS
The Blue Ribbon Committee was formed at the beginning of the fall semester. After conducting the necessary research,
committee members developed the revised curriculum and prepared the necessary proposals, which were unanimously and
enthusiastically approved by the department curriculum committee and faculty, as well as the other necessary university
committees. The final recommendations consisted of two parts:
1. Curriculum changes
a. integrate accounting technologies into the undergraduate accounting curriculum
b. add a new prerequisite to the cost accounting course that requires all accounting majors to demonstrate a proficiency
in Excel by obtaining Microsoft Excel Expert Certification.
2. Proposal for creation of an emerging accounting technologies institute.
VI. INTEGRATION OF ACCOUNTING TECHNOLOGIES INTO THE UNDERGRADUATE ACCOUNTING
CURRICULUM
Appendix A illustrates the courses that were updated to integrate current and/or emerging technologies and the two new
accounting courses that were created. The course descriptions were modified and/or developed in a way that is not too
prescriptive, thereby providing flexibility to the instructors to adapt the course to evolving needs of the profession.
Additionally, the flexibility provides faculty with the freedom to integrate the technology of their choice and to decide how it
should be integrated. The committee felt this would be important (1) since technology changes so quickly and curriculum
changes take time, and (2) to obtain the support of the faculty so that the proposals advance through the governance process
more easily. It is important to emphasize that the faculty member teaching a course will select the technology. For instance,
in Intermediate Accounting, the course description states ‘‘Through data analysis and visualization tools’’ but does not
specify the type of technology that will be used. A faculty member can therefore choose from a variety of software
applications such as Alteryx, R, IDEA, etc. As another example, the new course Introduction to Strategic Accounting
Technologies states, ‘‘Topics include . . . basic programming (e.g., coding and workflow automation),’’ but does not specify
the programming language. Examples of programming languages to choose from include, but are not limited to, Java, R,
and/or Python (see the list for other available classroom resources in Appendix B). It is important to emphasize that the
course description is fluid. For instance, a faculty member teaching this course may decide to cover XBRL because it is a
syntax language that is machine readable (Sledgianowski, Slavin, and Fonfeder 2010), which is very beneficial for data
analysis (Pei and Vasarhelyi 2020).
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IV. BLUE RIBBON SUBCOMMITTEE
Polimeni and Burke
162
VII. EMERGING TECHNOLOGIES AND ANALYTICS RESOURCES FOR THE CLASSROOM
1. Excel
2. Data analytics
3. Blockchain
4. Robotic Process Automation (RPA)
5. Artificial Intelligence
6. Access
VIII. CREATION OF AN EMERGING ACCOUNTING TECHNOLOGIES INSTITUTE
As part of the revised changes, a proposal for the Emerging Accounting Technologies Institute will be created. The mission
of the Emerging Accounting Technologies Institute will to be foster innovation and collaboration about emerging technologies
in the field of accounting between practitioners, faculty, students, and other constituents. The goals of the institute are to
improve the knowledge and skill base of our stakeholders and contribute to best practices within the accounting industry and
accounting education. Below are the objectives of the proposed Institute:
 Provide training for faculty to keep course materials up to date with current and emerging technologies.
 Offer training and guidance to students concerning the use of technologies (e.g., using Alteryx or PowerBI for class
assignments).
 Create student scholars that serve as ‘‘technological’’ mentors to students.
 Host student case competitions, special topic conferences, and practitioner and faculty presentations.
 Coordinate in-class consulting assignments with accounting firms and local businesses.
 Support faculty research related to emerging accounting technologies, with a focus on the practical application of
technologies.
IX. CONCLUSION
Changes in accounting technologies should be embraced as a tool that enhances the ability of accountants to better serve
their clients. Students must be provided with the necessary knowledge and skill sets to prepare them for the changing
profession. Since emerging technologies are rapidly changing the accounting profession, it is recommended that accounting
departments periodically create a special Blue Ribbon Committee to review the accounting curriculum to adjust for emerging
technologies. Courses should be developed that provide flexibility as to what is covered in order to be able to quickly adapt as
technology changes.
The authors acknowledge that the changes presented in this paper are significant and that change does not necessarily come
easy. This project involves several phases: assessing the current curriculum, creating curriculum proposals, attaining
appropriate approval of the proposals, implementing the changes, and assessing the impact of these changes. As previously
stated, the department and various university committees have passed these curriculum changes. Until the changes are fully
integrated into the university bulletin, the department is scheduling the new classes as ‘‘experimental’’ classes and some faculty
have already started to implement the changes into their courses. Faculty are also being proactive in learning new technologies
in order to prepare for the full implementation of these changes. The department will begin a formal assessment program once
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Some accounting faculty may not be aware of the varieties of resources available to help them update their knowledge and
skill sets. For example, the American Accounting Association (AAA) and the AICPA offer various workshops throughout the
year covering topics such as blockchain, robotic process automation, artificial intelligence, and data analytics. Another
academic organization, the Accounting Information Systems (AIS) Educator Association, holds an annual AIS Educator
conference, which includes technology workshops covering tools such as PowerBI, Alteryx, and data analytics. Large CPA
firms also offer a variety of in-house resources that are often made available to faculty. Departments can also offer workshops
on technology by arranging to have a faculty member of the department train other faculty or by bringing in an outside trainer/
consultant. Many publishers of higher education textbooks are also providing accounting technology projects in their
textbooks.
There are varieties of resources prepared in a way that a faculty member can assign a technology project as a standalone
assignment. Anecdotally, the authors are aware of faculty members at various schools assigning technology related projects
without being very familiar with the technology. To facilitate the integration process, we created a list of classroom resources
(Appendix B) available to faculty to integrate current and emerging technologies useful in the accounting profession. This list is
not all inclusive, but will serve as a starting point for the integration process. The following major areas are covered in the list of
classroom resources:
Integrating Emerging Accounting Digital Technologies and Analytics into an Undergraduate Accounting Curriculum
163
all the changes are implemented, with a focus on determining the effectiveness of the changes, and updating and enhancing the
curriculum to address any weaknesses and new changes in technology. The authors believe accounting departments must forge
ahead to transform their curriculums to prepare students to meet the challenges and opportunities brought about by changes in
emerging technologies in accounting.
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SAP. 2020. What is ERP? Available at: https://insights.sap.com/what-is-erp/?sred=glo-products-whatiserp
Sledgianowski, D., N. Slavin, and R. Fonfeder. 2010. Implementing XBRL reporting. The CPA Journal 80 (8): 68–72.
Smith, S. S., and J. Castonguay. 2020. Blockchain and accounting governance: Emerging issues and considerations for accounting and
assurance professionals. Journal of Emerging Technologies in Accounting 20 (1): 119–131. https://doi.org/10.2308/jeta-19-01-22-2
Tableau. 2020. Tableau academic programs. Available at: https://www.tableau.com/academic
UiPath. 2020. Empowering current and future workforce with automation skills program guide. Available at: https://www.uipath.com/
rpa/academic-alliance
University of Illinois Deloitte Foundation Center for Business Analytics. 2019. University of Illinois Geis College of Business. Case
studies. Available at: https://giesbusiness.illinois.edu/experience/academies-centers/the-university-of-illinois-deloitte-foundationcenter-for-business-analytics/case-studies
Vasarhelyi, M. A., and A. M. Rozario. 2018. How robotic process automation is transforming accounting and auditing. The CPA Journal
88 (6): 46–49. Available at: https://www.cpajournal.com/2018/07/02/how-robotic-process-automation-is-transforming-accountingand-auditing/
Vetter, A. 2018. What CPAs should know about machine learnings vs. deep learning. Available at: https://www.journalofaccountancy.
com/newsletters/2018/oct/artificial-intelligence-terminology.html
Zhang, C. A. 2019. Intelligent process automation in audit. Journal of Emerging Technologies in Accounting 16 (2): 69–88. https://doi.
org/10.2308/jeta-52653
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APPENDIX A
Changes to Existing Undergraduate Accounting Courses to Incorporate Current and Emerging Technologies
Modified Courses
Introduction to Financial
Accounting (3 sh)
Managerial Accounting
(3 sh)
Financial Accounting
Theory and Practice II
(3 sh)
Cost Accounting and
Advanced Managerial
Accounting Topics
(3 sh)
Accounting Entities
(Advanced) (3 sh)
Auditing Theory and
Practice
(3 sh)
Introductory course in the practical applications of financial accounting. Topics include preparation and
analysis of financial statements using spreadsheet software or other analytical tools, and
measurement of the results of business activities related to cash, accounts receivable, inventory, longlived assets, liabilities, and stockholders’ equity. Current regulatory, ethical, and social issues in
accounting are explored.
Course provides students with an understanding of concepts that are fundamental to the use of
management accounting. Topics include costing concepts and systems, budgeting, cost-volume-profit
analysis, and other managerial accounting concepts. Using accounting data, students will apply
course concepts and accounting technologies, including spreadsheet software, to enhance
managerial decision-making. Current regulatory, ethical, and social issues in accounting are
explored.
In-depth study of accounting theory and its application, specifically focused on transactions related to
financial statement preparation, assets, and revenues. Some specific topics include inventory, property,
plant, and equipment, and investments. Utilizing automated accounting information systems,
students will apply the steps in the financial accounting process to record and summarize
financial transactions. Through data analysis and visualization tools, students will learn how
accounting information, such as the balance sheet and income statement, is used as the foundation for
decision-making by management, stockholders, creditors, and other stakeholders. Conflicts and
shortcomings that exist within the traditional structure of accounting theory as well as global
reporting issues are discussed. Current developments in corporate social responsibility as it relates to
applicable financial reporting topics are also explored.
This course is a continuation of Financial Accounting Theory and Practice I. In-depth study of
accounting theory and its application, specifically focused on the transactions related to liabilities and
stockholders’ equity. Utilizing automated accounting information systems, students will apply the
steps in the financial reporting process to record and summarize financial information. Through data
analysis and visualization tools, students will learn how accounting information, such as the balance
sheet, statement of stockholders’ equity, and statement of cash flows, is used as a basis for decisions
by management, stockholders, creditors, and other stakeholders. Conflicts and shortcomings that exist
within the traditional structure of accounting theory as well as global reporting issues are discussed.
Current developments in corporate social responsibility as it relates to applicable financial reporting
topics are explored.
Various cost and advanced managerial accounting concepts are studied. Topics include job-order
costing, process costing, budgeting, standard costs, direct costing, by-products, and joint products,
and other topics relevant to managerial accounting. The course will integrate accounting
technologies and data analysis to enable students to conduct advanced managerial accounting
analysis and make data-driven decisions. Ethical and social considerations relating to managerial
decision-making are discussed. Microsoft Excel Expert Certification is required before taking this
course.
This course consists of advanced theory and an analytical overview of the accounting problems associated
with acquisitions, mergers, and the preparation and interpretation of financial reports with respect to the
resultant combined corporate entities; translation of foreign financial statements; an introduction to
accounting and reporting for not-for-profit organizations; and an analysis of the transactions involved
with partnership formation, operation, and termination. Advanced spreadsheet skills will be utilized in
analysis and problem solving. Global perspectives, current accounting regulatory developments, and
ethical issues are integrated throughout.
The role and function of the independent auditor in the public and private sectors are emphasized. The
ethical, social, economic, and political forces that influence the philosophy and conceptual
foundations of auditing are covered in depth. Auditing standards and rulings by regulatory agencies
are analyzed. Standards that guide the auditor and the methodology used in conducting an audit,
forming an opinion, and reporting are covered and illustrated, with a focus on tests of controls and
substantive procedures. Students will utilize visualization, automation, and analytical tools to
perform auditing procedures.
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Financial Accounting
Theory and Practice I
(3 sh)
Course Description (Changes Italicized and in Bold)
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APPENDIX A (continued)
Modified Courses
Income Tax Accounting I
(3 sh)
Income Tax Accounting II
(3 sh)
New Courses
Introduction to Strategic
Accounting Technologies
(3 sh)
Analysis of the Federal Income Tax laws pertaining to individuals, including their meaning, application,
and associated ethical and global considerations. The course employs appropriate tax technologies
to build skills in tax research, compliance, planning, and analysis of federal taxation of
individuals.
Analysis of the Federal Income Tax laws pertaining to business entities, including their meaning,
application, ethical and international considerations relating to business entities. Partnerships, C
corporations, and S corporations will be the focus of this course. The course employs appropriate
tax technologies to build skills in tax research, compliance, planning, and analysis of federal
taxation of business entities.
This course explores accounting information systems and how they relate to the accountant’s ability
to conduct business and make decisions. The course focuses on transaction cycles with special
emphasis on ethics, fraud, and internal controls and targets the needs and responsibilities of
accountants as end users of systems, systems designers, and auditors. It includes an introduction
of Sarbanes-Oxley and its effects on internal controls, and other relevant topics.
Note: The above Accounting Information Systems (AIS) course was removed from the program
and replaced with two new accounting technology courses. It was agreed that there should no longer
be a standalone AIS course since many of the topics are already covered in other courses, particularly
auditing courses, and/or are now covered in the two new courses.
This course will focus on the introductory application of current accounting technologies and
software programs available to collect and analyze accounting data sets. It concentrates on
developing students’ competencies in current and emerging technologies and focuses on how
accounting professionals can effectively and efficiently assess and implement relevant technologies
to satisfy strategic accounting needs. Discussions will focus on the interrelationships of these
technologies with the accounting information system, including internal controls, ethical issues,
fraud, forensics, risk assessment, and/or cybersecurity. Students will build and develop
introductory skills in core accounting technologies while solving accounting problems, enabling
them to provide meaningful insights into accounting related data. Topics include current and
emerging technologies such as artificial intelligence, basic programming (e.g., coding and
workflow automation), blockchain, and data collection, management, and analysis as they relate
to accounting.
Recommended software and skill-level (subject to faculty discretion):
 Advanced Excel
 Advanced data visualization tool
 Introductory/intermediate database management tool (e.g., Access)
 Introductory/intermediate RPA workflow automation tool (e.g., Alteryx)
 Introduction to basic programming language (e.g., Java, R, and/or Python)
 Introduction to ERP system (e.g., SAP)
 Introduction to blockchain/artificial intelligence (e.g., IBM Cloud tools)
Recommended course format (subject to faculty discretion):
 Lab-type instruction and project driven course.
 No textbook (utilize white papers from firms, financial press for current use cases/background/risk
issues).
 Focus on introduction/development of technology skills for new tools, and advanced application of
tools introduced earlier in accounting curriculum.
 Utilize publicly available datasets (e.g., Big 4, AAA, IRS).
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Removed Course
Accounting Information
Systems
(3 sh)
Course Description (Changes Italicized and in Bold)
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APPENDIX A (continued)
Modified Courses
Applying Strategic
Accounting Technologies
for Decision Making (3
sh)
Course Description (Changes Italicized and in Bold)
Appendix A shows the original bulletin copy, with the integration of technology italicized and in bold.
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In this capstone course, students will combine accounting and technology skills learned throughout
the accounting curriculum to provide meaningful insights into accounting questions. Given an
accounting issue, students will focus on using oral and written communications to frame the
problem(s) and ask the right questions, and will critically analyze and apply appropriate
technological tools to find solution(s). Students will be required to demonstrate their technical
agility by selecting the appropriate technology to analyze, design, implement, automate, and/or
evaluate accounting processes. Upon completion of this course, students will be able to leverage
technologies to understand and analyze accounting issues and produce data driven solutions for
accounting problems and analysis as they relate to accounting.
Recommended software and skill-level (subject to faculty discretion):
 Advanced Excel
 Advanced data visualization tool
 Advanced RPA workflow automation tool (e.g., Alteryx)
 Intermediate programming language (e.g., Java, R, and/or Python)
 Intermediate blockchain/artificial intelligence (e.g., IBM Cloud tools)
Recommended course format (subject to faculty discretion):
 First-half of course focused on reinforcement and growth to intermediate/advanced application of
technology tools learned in Introduction to Strategic Accounting Technologies, utilizing in-class
labs.
 Second-half of course focused on a group capstone project, potentially utilizing real-world
problems/datasets from the business community or a case study.
 Capstone will culminate in group presentation to department faculty and/or accounting
professionals/advisory board.
 Project-based course focused on developing students’ technological agility, critical thinking, and
‘‘soft skills’’ through presentations/communications.
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APPENDIX B
Examples of Classroom Resources Available to Integrate Current and Emerging Technologies into the Accounting
Curriculum
Excel
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Data Analytics
KPMG University Connection provides approximately ten very short Excel technical modules for students, delivered
via video, to help students improve their Excel skills. Each module covers a specific Excel feature, such as
conditional formatting, pivot tables, paste special functions, LOOKUP functions, table formatting, etc. (KPMG
2014).
Various digital Microsoft Office Excel badges are available upon passing an exam. Students can be required to earn a
badge. Individuals must take an exam in order to earn the badge. Microsoft Office Specialist Associate certification
covers basic Excel skills such as importing and exploring data, freezing rows, merging cells, inserting Sparklines,
performing various mathematical functions, and creating charts https://certiport.pearsonvue.com/Certifications/
Microsoft/MOS/Certify/Excel. Microsoft’s Excel Expert certification, which requires individuals to take an exam to
display competency in skills such as protecting worksheets and cell ranges; formatting and validating cell data
(e.g., grouping data and removing duplicate data), creating conditional formatting rules that utilize formulas,
conducting advanced what-if analyses, and generating and revising pivot tables https://certiport.pearsonvue.com/
Certifications/Microsoft/MOS/Certify/Excel. Prices vary based upon whether an individual or a company purchases
the badges. All business students at this university are required to earn either Associate or Expert certification,
depending on their majors. Accounting majors at the authors’ place of employment are required to earn Microsoft
Excel Expert certification.
A data analysis project or assignment can be used in a variety of courses such as cost accounting, auditing,
accounting information systems, or intermediate accounting. Major accounting firms and other companies are
providing resources at no cost. For example, there are free academic versions of Tableau (2020) (https://www.
tableau.com/academic) and Alteryx (2020) (https://www.alteryx.com/why-alteryx/alteryx-for-good/educators).
Below are examples of analytics resources provided by firms:
 The Ernst & Young Foundation’s (EY) Academic Resource Center (EYARC) provides a variety of analytics
cases with instructor resources. As part of these resources, it provides an introductory module ‘‘Introduction to
the Data Mindset’’ (EYARC 2016).
 PwC offers several data analytics cases, along with step-by-step instructions and PowerPoint lessons. For
example, the Inventory Analysis Case Study is about a Bibitor LLC, a fictitious large liquor store chain. The
case can be integrated into a data analytics course, advanced audit, or accounting information systems. As part
of the case, students learn about data analytics and visualization and how to use data analytics tools. Ultimately,
students learn how to use data analytics in order to make business decisions. Students are required to review
beginning and end of the year inventory balances, along with annual purchases and sales. Students use SQLite
and Tableau, both of which can be downloaded by students and faculty at no cost. The case material includes
various resources such as step-by-step instructions, hints for the instructor, and PowerPoint supplements which
can be used as stand-alone lessons. Very importantly, detailed lessons and steps are provided, making it possible
for a faculty member who does not have a strong background with analytics to incorporate this project into a
course. Students should complete intermediate accounting before being asked to solve this case (PwC 2020a).
 KPMG University Connect also provide data analytics resources for faculty. ‘‘Audit Data & Analytics Case
Study: Urgent Medical Device Inc.’’ (Blay and Thibodeau 2016) available at KPMG’s University Connection,
provides a hypothetical data analytics case (Blay and Thibodeau 2016) ‘‘Urgent Medical Device Inc.’’ based upon
events from a real situation, that is intended to be executed in a practical and efficient manner. The case covers
the revenue cycle and is geared toward an auditing course. Students are required to use data analytical skills and
professional skepticism. It provides instructors’ notes and videos to assist with the integration of this case into the
classroom. The case requires the use of IDEA data analysis software and Tableau data visualization software.
 Chan and Kogan (2016) present an introductory data analytics case that is suitable for an auditing or related
course. Students learn about data attributes and creation, basic statistics, and SQL. They also learn how to use
analytics to undertake fundamental audit procedures. The case can be integrated into an instructor’s lecture, or it
can be assigned as an independent outside class assignment. The case provides all necessary resources to the
instructor and student. The case requires use of R, available for free by The R Foundation at https://www.rproject.org/ (R Foundation 2020).
 Another case, also available at KPMG University Connection, provides an introduction to the IT audit processes.
The case requires students to examine process documentation and recognize relevant IT controls. Video
vignettes are a part of the case study that are designed to provide students with a ‘‘simulated client interaction’’
(Cole 2017). Instructor resources are also provided. This case can be assigned to any students with a basic
knowledge of IT systems.
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APPENDIX B (continued)
 Hoelscher and Mortimer (2018) provide a case suitable for introducing data visualization to students in a
managerial accounting, information systems, and/or data analytics course. Using Tableau, students are required
to review data in order to answer questions about the data, make decisions from the data, identify trends, and
write a memo in order to communicate findings and recommendations. It includes very thorough step-by-step
instructions on how to use Tableau to answer the questions. For example, below is an excerpt from the
instructions:
– Click on the down arrow next to ZIP code in the Dimensions pane.
– Hover your mouse over Geographic Role, and then select ‘‘ZIP Code/Postal Code.’’
After the assignment is due, the professor presents a basic overview about cryptocurrencies and breaks students into
groups to discuss answers and come to a conclusion about how to properly account for cryptocurrencies (Ryabova
and Henderson 2019).
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As with many other available cases, a faculty member does not need to know how to use Tableau to integrate this case.
The case is designed to be a standalone case, or in class, and can be covered in one 75 minute class.
 The University of Illinois-Deloitte Foundation Center for Business Analytics (2019) Case Studies provides
analytics related cases for business educators. Three business related cases are available, two of which are
geared toward accounting students. One of these two cases provides accounting students with an introduction to
databases and the other case provides students with an overview about data analytics. Other ‘‘mini’’ cases are
also available for accounting students, and are most appropriate for managerial accounting courses.
 EY’s Trina’s Trinkets Case (EYARC 2018b) is appropriate for a tax course that covers state sales taxes. It is
general enough that it can also be used in a data analytics course or as part of a general lesson on analytics.
Students learn how to ask appropriate questions about data extract, transform and load relevant data, utilize
proper data analytics procedures, and interpret the data and make recommendations from the findings. Students
assume the role of tax advisor and from working through this case, learn about the operational mechanics of the
state sales tax collection process, and will also learn about related tax policy issues. Using Excel to perform a
detailed data analysis of selected information about a company, students will provide solutions to an entity’s
challenges around state sales taxes. As part of the case, students must answer a series of questions relating to
company’s sales taxes, and create a method to compute a company’s sales taxes. Students are also required to
provide possible insights on how certain decisions would impact the amount of the company’s sales tax owed.
 Videos and PDF documents have been created for academic presentations on blockchain. For example, EYARC
Blockchain and
Crypto(2020) has an introductory blockchain module available via video/PowerPoint and PDF. This material provides
Currencies
information about the basics of blockchain and its application to accounting that faculty can either present in
class or require students to view on their own.
 Academic journals have also provided classroom material and case studies to explain blockchain and
cryptocurrencies. For example, Ryabova and Henderson (2019) provide a simple intermediate accounting
assignment about cryptocurrencies. This assignment requires students to research and read about
cryptocurrencies on their own, and write a short reflection paper on their findings. The assignment involves
researching answers to the following questions:
a. What are cryptocurrencies?
b. Why are cryptocurrencies so buzzworthy?
c. How should cryptocurrencies be classified on the financial statements?
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171
APPENDIX B (continued)
Robotic Process
Automation
(RPA)
Other EY RPA assignments or cases include:
 A case requiring students to automate the process of entering information into a tax return. As with other cases,
this is an oversimplified example of a real life situation (EYARC 2019c).
 The automation of creating a sales report (good for a variety of courses including cost or managerial courses)
(EYARC 2019d).
 Automation of the process of selecting an audit sample (EYARC 2019e).
 Finally, EY provides a ‘‘Bot a Thon’’ assignment that requires students to design a bot that automates a personal
task in their lives. The grade is based on the appropriate identification of a task to automate and whether the
task is successfully automated (EYARC 2019f ).
EY also offers the following drone and automated counting software projects:
 Bryan’s Amazing Animals Case—Designed for an auditing or accounting information systems course. Some
aspects can be used for an introductory to financial accounting course. The case encourages creativity by
encouraging students to seek a better solution to solving a problem by using emerging technology. In a
hypothetical case, students are hired as a consultant for a company to present information on how drones and
automated counting software (artificial intelligence) can be used to improve the process of physically counting
inventory.
Part 1: Requires students to compare and contrast the traditional process of counting inventory with the process of
using drones and automated counting software. Students are also required to analyze whether current regulations
(AS 2510, Auditing Inventories) permits auditors to use these emerging technologies.
Part 2: Using an automated counting application (CountThings), that is free, students are required to count a
physical inventory of sheep using the software. By answering questions, students explore the various issues
relating to using automated software to count inventory, including the efficiency and effectiveness of this method
as well as the appropriateness of using this method as compared to taking a physical inventory (EYARC 2019g).
 Where’s da Beef Case—This case also explores the use of drones and automated counting software and builds
upon the skills acquired in the first case, Bryan’s Amazing Animals. As part of the requirements, students are
required to reconcile the drone counts with the inventory records and write a memo to the company’s Audit
Committee recommending or not recommending using drones and automated counting software instead of using
traditional inventory counting methods (EYARC 2019h).
 Videos of various topics relating to how EY is using artificial intelligence to facilitate problem solving for its
clients. Examples of topics include natural language processing, machine learning, computer visions, and speech
recognition. For example, in its video ‘‘Machine Learning’’ students can learn how EY uses AI to match text
descriptions in its database to the tax codes in order to predict the tax treatment (EYARC 2019i ).
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Artificial
Intelligence
Many vendors provide faculty and students with free access to robotic process automation programs. Examples of
RPA software programs include Blue Prism, PowerBI, UiPath, and Automation Anywhere. Robotic process
automation is user friendly in that it does not require sophisticated programming skills. Coding skills are not
necessary, although some believe that having such skills can enable one to create more sophisticated bots.
 EY provides a variety of instructional material and cases on emerging technologies that can be integrated into
accounting courses and are available at no charge. RPA lessons for students, along with solutions, are also
provided. Video clips about various aspects of artificial intelligence are provided, and even information about
drone and automated counting software are provided. For example:
1. EY’s ‘‘Innovation Mindset—Robotic Process Automation’’ case provides an overview of RPA, how RPA is
used in the accounting profession, basic steps of using RPA (i.e., designing a ‘‘bot’’), advantages, and
challenges of RPA. The lesson concludes with questions for students. Students do not need advanced
information technology or accounting skills and it can be easily integrated into any accounting course,
ranging from introductory to advanced level accounting courses. This case is conceptual based and does not
require the use of RPA or other software (EYARC 2019a).
2. A billing case that requires students to create several bots to automate the billing process for Wood’s
Amazing Woods Inc., a small fictitious company. Each bot expands upon the previous bot. The details of the
case are an oversimplified version of an actual company and its billing process. UiPath is used to automate
the process (EYARC 2019b). UiPath is available to faculty and students at no charge (UiPath 2020).
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APPENDIX C
Glossary of Current and Emerging Technologies
Technology
Access
Alteryx
Augmented Reality (AR)
Automation Anywhere
Blockchain
Blue Prism
Bot
Cloud Computing
Cryptocurrencies
Data Analytics/Big Data
Database Management System (DBMS)
ERP System (e.g., SAP)
IDEA
Intelligent Process Automation (IPA)
Microsoft database application that helps with data storage and management. For
example, the program enables users to easily create customized reports from large
amounts of data, such as an aging of accounts receivable. A distinguishing feature
between Excel and Access is Access’s ability to handle large quantities of data,
whereas Excel is limited in the amount of data it can effectively manage (Long 2017).
Data analytic software program that enables users to automate workflows. It is a ‘‘drag
and drop software program’’ that can be viewed as a fusion of Excel, a limited but
simple analytical tool, and SQL, Python, and R, very powerful but more complex
analytical tools (Hershey 2020). PwC is one firm that uses Alteryx (PwC 2020b).
Refers to the ability of computers to do tasks that require human intelligence (Zhang
2019; Bakarich and O’Brien 2020). AI is a broad term that includes a variety of
technologies such as robotics, machine learning, deep learning, image recognition,
speech recognition, and natural language processing intelligence (Vetter 2018; Patrick
2020).
An environment or situation that is altered by the integration of digital content, such as
sound, touch, smells, images, or text. AR can be used to train individuals or groups by
inserting virtual images of objects or people into the learner’s environment. AR should
not be confused with virtual reality (VR), which, according to PwC, ‘‘creates a
simulated, virtual world, while AR adds new layers of information to what is real’’
(PwC 2020c).
Robotic process automation software program. See Robotic Process Automation for
further detail.
A decentralized (i.e., shared) ledger that helps with the financial transaction recording
process and tracking of assets in a business network. Because the system is
decentralized, it is difficult for an individual to override the controls (Dai, Wang, and
Vasarhelyi 2017). The intended benefit is to offer a cost-effective system that is
dependable and secure (Smith and Castonguay 2020).
Robotic process automation software program. See Robotic Process Automation for
further detail.
A software application that is programmed to perform repetitive tasks. Often used
interchangeably with the term robotic process automation (RPA). See Robotic Process
Automation for further detail.
Computing resource that can be accessed over the internet. Examples of services include
servers, networking, data storage, software, database management systems, data
analytics, and artificial intelligence (Microsoft 2020).
Form of digital currencies such as Bitcoin (Ryabova and Henderson 2019).
Term used to depict the large quantity of information available, acquired mainly from
various computerized systems or applications. Data analytics, in its simplest form,
refers to the process of using various analytical tools available to analyze the data for
decision making to help them make informed business decisions (Hilton and Platt
2020).
Computerized system of storing, organizing, and accessing electronic data.
The integration of main business processes (e.g., accounting, procurement, human
resources, manufacturing, supply chain, etc.) into one system (Gartner 2020; SAP
2020). ERP systems are progressively integrating emerging technologies and storing
data on the cloud (Cong, Du and Vasarhelyi 2018).
Data and analytics tool.
System of emerging technologies that are synchronized to automate repetitive and routine
tasks traditionally performed by humans. For example, it uses artificial intelligence
with other innovative technologies such as machine learning to further enhance the
automation process (Berruti, Nixon, Taglioni, and Whiteman 2017; Zhang 2019).
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Artificial Intelligence (AI)
Definition
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APPENDIX C (continued)
Technology
Java
Machine Learning
Power B1
Python
R
Robotic Process Automation (RPA)
SQLite
Structured Query Language (SQL)
Tableau
UiPath
Visualization Tools
Workflow Automation
XBRL
One of several widely recognized programming (i.e., coding) languages. Accountants can
be more competitive if they know programming languages. For example, an
understanding of programming can make it easier to use an RPA program to automate
a task. Learning to code can help students think more logically and critically (Lin
2018; Meyer 2019). Java has been used for a long time and its popularity is expected
to continue (Lin 2018).
Subset of artificial intelligence that allows a system to use algorithms to learn from data.
Over time, the machine becomes smarter, as demonstrated by improvements in
accuracy (IBM 2020). An example of an application of machine learning is the
flagging of suspicious activity such as with credit card transactions (Murawski 2020).
Subset of artificial intelligence that assists computers with the comprehension, translation,
and manipulation of human language. Speech-to-text and text-to-speech is an example
of national language processing (Zhang 2019).
Robotic process automation software program. See Robotic Process Automation for
further detail.
A programming language that can be used to develop artificial intelligence tools such as
machine learning. For example, Python can be used to instruct artificial intelligence to
read contracts for specific words (Murawski 2020; AICPA 2020).
High-level statistical programming language, that can be used in data analytics.
Software used to automate processes, often referred to as bots. To create a bot, an
individual will enter information, or steps, into the program to automate a repetitive
manual task (PwC 2020d). Examples of RPA software programs include PowerBI,
Blue Prism, UiPath, and Automation Anywhere. A company, or individual, does not
need high-level expertise in information technology to implement robotic process
automation. RPA is best suited for tasks that do not require human judgement such as
using predefined rules to process applications for credit cards (Deloitte 2017). RPA has
the ability to significantly change the way audits are done since it can be used to
automate many processes of an audit (Vasarhelyi and Rozario 2018).
Database management system that uses SQL.
Language used for databases to communicate with each other (AIPCA 2020). It differs
from SQLite in that it is not a database system (JavaTPoint 2020).
Software data visualization tool. See Visualization Tools for further detail.
Robotic process automation software program. See Robotic Process Automation for
further details.
Used to communicate information about data through the use of graphics such as charts
and graphs.
Tool or process of automating a task or process normally performed by humans.
A computer programming language that utilizes tags to label each distinct component of
data that are stored in documents that are machine readable (Sledgianowski, Slavin,
and Fonfeder 2010; Pei and Vasarhelyi 2020).
Journal of Emerging Technologies in Accounting
Volume 18, Number 1, 2021
Downloaded from http://publications.aaahq.org/jeta/article-pdf/18/1/159/70971/i1558-7940-18-1-159.pdf by Chevonne Alston on 15 January 2024
Natural Language Processing (NLP)
Definition