Insights into Accounting Education in a COVID-19 World

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132

Accounting; Business Administration Education; COVID-19; Pandemics; Crisis Management; Educational Change; Foreign Countries; Electronic Learning; Blended Learning; Problems; College Faculty; College Students; Anxiety; Learner Engagement; Educational Quality; Futures (of Society); Educational Trends; Research Needs; Educational Research; Student Evaluation; College Curriculum; Accreditation (Institutions); Computer Uses in Education

Argentina; Australia; Belgium; Brazil; Canada; Chile; China; Colombia; Denmark; Egypt; Estonia; Finland; France; Germany; Ghana; Iceland; India; Ireland; Israel; Italy; Japan; Kuwait; Lebanon; Malaysia; Mexico; New Zealand; Nigeria; Norway; Pakistan; Poland; Portugal; Qatar; Russia; Singapore; South Africa; Spain; Sweden; Taiwan; Turkey; United Arab Emirates; United Kingdom; United States; Uzbekistan; Venezuela; Vietnam

10.1080/09639284.2020.1808487

0963-9284

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

As Provided

2020

EJ1268839