Abstract
Accounting knowledge evolves over time. This study uses textual analysis and word frequencies to demonstrate how Certified Public Accounting (CPA) Examination competencies have evolved. An investigation utilizes a spreadsheet-based process based on word frequencies to compare CPA Examination Blueprints and CMA Examination competencies with accounting program syllabi objectives. Because of internal curriculum review and the demands of external stakeholders, accounting faculty must keep their course content current with regard to recent business practices. Also, the analysis approach provides a constructive, rigorous, and efficient manner to address Association to Advance Collegiate Schools of Business (AACSB) factors (e.g. continuous improvement). Corpus comparisons provide a useful tool for these purposes. In this study, a university accounting program is analyzed with a pilot study and a second university accounting department serves as a beta test. Sensitivity/validation analyses are conducted utilizing revised Bloom’s Taxonomy and CPA exam results from several other schools. Results provide guidance for changes needed in curricula.
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