An Investigation of Developments in Accounting Education in the United States During 1975–2017

Abstract

A 2008 report of the Advisory Committee on the Auditing Profession to the U.S. Department of the Treasury, argued that because of the disconnect between the academia and the profession, many new faculty have little or no practical accounting experience (Advisory Committee, 2008). Improving this relationship was considered beneficial to the development of college graduates who should be well-prepared for the entry-level accounting positions. The committee later concluded that there are benefits in increasing participation of experienced faculty and suggested that business schools’ accrediting agencies should maintain a policy that would support the idea that accounting faculty compose of both academically and professionally qualified faculty (Advisory Committee, 2008). A similar call was later made by the Pathways Commission in its recommendations for the future structure of higher education for the accounting profession (Pathways Commission, 2012, 27). The purpose of this study is to review the changes in accounting education in the United States over the years and the current make-up of the faculty.