Employee Relations Law Journal is an international peer-reviewed journal published by Aspen Publishers. The journal is dedicated to advancing scholarship and professional practice in employment law, labor relations, human resource management, and workplace governance. It serves as a trusted platform for legal scholars, researchers, HR professionals, policymakers, and practitioners to publish high-quality research addressing contemporary issues affecting employers, employees, and organizations worldwide.
Role of Professional Accounting Bodies in Academic Training
Professional accounting bodies such as the Association of Chartered Certified Accountants (ACCA), Institute of Chartered Accountants of India (ICAI), Chartered Institute of Management Accountants (CIMA), and Certified Public Accountants (CPA) play a transformative role in shaping accounting education. Their interventions include curriculum alignment with global standards, competency-based training, ethical conduct frameworks, examinations, professional certification pathways, and continuing professional development (CPD). This paper provides a conceptual analysis of how professional accounting bodies integrate with academic training through accreditation frameworks, university partnerships, pedagogical reforms, experiential learning, internships, and industry benchmarking. A multi-dimensional framework is proposed linking academic institutions, regulatory bodies, employers, and professional institutes. The paper concludes with strategic recommendations to strengthen academia–profession collaboration.
Copyright (c) 2025 Employee Relations Law Journal
Public–Private Partnerships in Accounting Education Reform: A Strategic Framework for Global Skill Development
The evolution of accounting education has accelerated in response to digital transformation, globalization, and shifting regulatory standards. Traditionally, universities have operated as the primary site of accounting education; however, rapid industry changes now demand stronger collaboration between academia and industry stakeholders. Public–Private Partnerships (PPPs) offer a structured mechanism for co-developing curricula, generating experiential learning pathways, improving technological adoption, and enhancing employability. This research explores the role of PPPs in accounting education reform by examining collaborative models, skill development frameworks, and policy mechanisms. A conceptual model, titled the "Tri-Domain Partnership Framework," is proposed to explain how governments, universities, and private-sector entities can synchronize efforts to bridge skill gaps. The study contributes to academic discourse by demonstrating how PPPs reduce institutional silos while improving competency-based learning. The paper concludes with policy recommendations and future research directions.
Best Practices for Consulting-Based Accounting Education
Rapid transformations in accounting—driven by automation, analytics, regulatory change, and globalization—have increased the demand for graduates who possess not only technical accounting skills but also consulting competencies, including problem-solving, communication, client management, and strategic analysis. Consulting-based accounting education integrates experiential learning, project-based assessments, industry engagement, and advisory simulations to prepare graduates for advisory and consulting roles. This paper analyzes pedagogical approaches, competency frameworks, curriculum models, and collaboration strategies that enable consulting-based accounting education. A multi-stage model is proposed for designing consulting-focused academic programs, along with best-practice guidelines that integrate theory with real-world business challenges.
Integration of Forensic Accounting Modules in Undergraduate Programs: A Pedagogical Framework for Modern Accounting Curricula
The emergence of corporate fraud, cybercrime, and financial misconduct has increased demand for forensic accountants who possess investigative, analytical, and litigation support skills. Despite its growing relevance, forensic accounting is not widely integrated into undergraduate curricula, particularly in developing regions. This paper explores the strategic integration of forensic accounting modules into bachelor's degree programs through curricular redesign, competency-based learning, interdisciplinary coursework, and industry collaboration. A conceptual model titled the “Forensic Competency Integration Framework (FCIF)” is proposed to align forensic skills with program-level learning outcomes. Key components include fraud examination techniques, digital forensics, legal procedures, AI-assisted auditing tools, and professional ethics. The study provides structured recommendations for universities, accreditation bodies, and policymakers seeking curriculum modernization.
Teaching Accounting for Non-Profits and Social Enterprises
Non-profit organizations (NPOs) and social enterprises operate under missions that prioritize social impact over profit maximization, requiring distinct accounting approaches that emphasize fund accountability, donor reporting, regulatory compliance, sustainability measurement, and social return on investment (SROI). Traditional accounting pedagogy—designed for for-profit entities—often fails to equip learners with competencies relevant to public finance stewardship, grant management, multi-fund budgeting, and impact metrics. This paper presents a pedagogical framework for teaching accounting tailored to the non-profit and social enterprise sectors, integrating experiential learning, ethical governance, impact measurement, digital tools, and regulatory literacy. The study concludes with curriculum recommendations and assessment techniques to support practice-driven learning.
Copyright (c) 2026 Employee Relations Law Journal
Environmental Cost Accounting in MBA Programs: A Curriculum Reform Framework for Sustainable Business Education
Environmental Cost Accounting (ECA) has emerged as a strategic approach to measuring, allocating, and reporting environmental expenses within corporate financial systems. With sustainability becoming integral to global business practices, MBA programs must incorporate ECA to prepare future managers for environmentally responsible decision-making. Despite increasing policy emphasis, ECA remains marginal in most business schools, often limited to modules in corporate social responsibility (CSR) or sustainability electives. This paper examines the integration of ECA into MBA curricula through interdisciplinary learning models, technology-driven cost assessment, and competency-aligned pedagogies. A conceptual structure, titled the "Sustainability-Integrated Cost Competency Framework (SICCF)," is proposed to align environmental cost measures with managerial, financial, and strategic learning outcomes. The paper concludes with policy recommendations for accreditation bodies and business institutions.
Teaching Carbon Credit Valuation in Accounting Courses
The rise of global climate policies, emissions trading schemes, and voluntary carbon markets has transformed carbon credits into measurable financial assets with accounting implications for corporations, governments, and sustainability-driven enterprises. Traditional accounting education focuses on tangible assets, financial instruments, and intangible assets but rarely incorporates carbon credits, which require specialized valuation models, regulatory awareness, measurement standards, audit mechanisms, and ethical considerations. This paper proposes a pedagogical framework for teaching carbon credit valuation in accounting programs using market-based pricing, marginal abatement cost models, fair-value approaches, and hybrid sustainability reporting techniques. The study emphasizes integrating IFRS, ISSB, and national carbon trading policies into coursework, supported by experiential simulations and cross-disciplinary learning.
Impact of National Education Policies on Accounting Enrollment: A Policy-Oriented Academic Analysis
National education policies directly influence academic program structures, curriculum design, funding allocations, and student career pathways. In accounting education, such policies determine the availability of specialized programs, faculty development standards, enrollment quotas, and accreditation benchmarks. However, limited research specifically examines how these policies shape enrollment trends in undergraduate and postgraduate accounting programs. This paper analyzes the relationship between policy reforms and enrollment patterns, drawing from competency-based reforms in India (NEP 2020), China's Higher Education Modernization Plan, EU Bologna Process directives, and U.S. CPA licensure-related undergraduate standards. A conceptual model titled the Policy-Enrollment Influence Matrix (PEIM) is introduced, mapping policy interventions to student behavioral responses. The study concludes that policy-driven structural changes, financial aid systems, and employability-linked curricula significantly shape accounting enrollment trends worldwide.
Reforming Public University Accounting Programs in Developing Nations
Public universities in developing nations face mounting pressure to modernize accounting programs to align with global standards, digital transformation, and evolving labor market needs. Despite growing demand for professionals skilled in analytics, compliance, public-sector finance, and digital accounting tools, curricula remain outdated, theoretical, and poorly resourced. This paper examines the structural, institutional, technological, and policy challenges affecting accounting program reform in developing countries. Through thematic analysis of regional case studies, accreditation frameworks, and curriculum documents, the study proposes reform pathways centered on competency-based curriculum models, industry collaboration, technology integration, funding modernization, and governance restructuring. The findings suggest that sustainable reform requires policy-backed institutional autonomy, faculty development, digitization of learning infrastructure, and alignment with international standards such as IFRS, IPSAS, and AACSB assurance-of-learning frameworks.
Policy Barriers to Accounting Education in Rural Economies
Accounting education is essential for building financially literate societies, supporting entrepreneurship, and strengthening local economic systems. Yet rural economies face significant structural and policy-related barriers that hinder access to high-quality accounting education. These barriers include inadequate infrastructure, absence of trained faculty, limited government funding, poor curriculum alignment with rural economic needs, and lack of digital access. This paper examines policy constraints shaping accounting education in rural regions, evaluates their socio-economic impact, and proposes a multi-layered policy framework addressing skill gaps through public-private partnerships, digital learning ecosystems, and decentralised education governance.
Financial Crime Investigation Training in Accounting Degrees
The increasing complexity of financial transactions, digital finance systems, and global regulatory frameworks has increased incidents of fraud, money laundering, corporate misconduct, and cyber-enabled economic crimes. Despite accounting graduates entering professions where fraud risk assessment, audit evidence verification, and regulatory reporting are core responsibilities, existing curricula largely emphasize compliance and technical accounting concepts, not investigative or forensic skills. This paper evaluates the role of integrating financial crime investigation training into accounting degree programs. It proposes the Forensic Accounting and Crime Investigation Education Model (FACIEM), which incorporates forensic analytics, law enforcement collaboration, digital evidence handling, and fraud risk modeling. Findings conclude that experiential learning, real case data, and interdisciplinary pedagogy significantly improve graduates’ readiness to combat financial crime.
Health Sector Accounting Curriculum Challenges
Health sector accounting plays a critical role in improving financial transparency, resource allocation, reimbursement accuracy, insurance design, and regulatory compliance in healthcare systems. However, conventional accounting curricula are oriented toward corporate reporting and do not sufficiently address health-specific complexities such as cost-of-care modeling, clinical coding, public health spending, donor-funded program accounting, and hospital financial management. This paper analyzes curriculum challenges in health sector accounting education, categorizing gaps into structural, technological, regulatory, and skill-based dimensions. The study proposes an integrated competency framework and curriculum reform model that aligns accounting education with health financing, insurance systems, digital health information infrastructures, and government health budgeting. Findings highlight the need for faculty development, cross-disciplinary collaboration, and experiential training with public health institutions and hospital systems.
Entrepreneurial Accounting Education for Startups
Entrepreneurial accounting education is emerging as a critical component of startup ecosystems where founders often lack formal training in finance, cost modeling, valuation, and regulatory compliance. Traditional accounting curricula are designed for corporate reporting and compliance but fail to address startup-specific needs such as bootstrapping strategies, revenue pivoting, dynamic cost structures, equity-based funding, and lean financial modelling. This paper examines the pedagogical evolution of entrepreneurial accounting, identifies competency gaps in existing business programs, and proposes a specialized curriculum framework tailored to early-stage ventures. Findings indicate that experiential learning, incubator mentorship, digital accounting tools, and venture-focused financial literacy significantly enhance founders’ decision-making capability and long-term sustainability.
Islamic Finance Education and Accounting Curriculum
Islamic finance has emerged as a major segment of the global financial system, with increasing demand for Shariah-compliant products, ethical governance, and interest-free financial mechanisms. Despite this growth, academic institutions face challenges in integrating Islamic finance into accounting curricula due to conceptual divergence from conventional financial systems, limited standardized frameworks, and a shortage of qualified faculty. This paper examines pedagogical models, curriculum alignment strategies, and competency frameworks necessary for education in Islamic finance. A structured Islamic Finance–Accounting Integration Model (IFAIM) is proposed to embed principles of Shariah, ethical governance, and proportional financial reporting within mainstream accounting programs. Findings highlight the need for interdisciplinary training, international standards (AAOIFI, IFSB), digital finance modules, and experiential learning through Islamic banking case studies.
Public Sector Accounting Education for Government Careers
Public sector accounting plays a critical role in government transparency, fiscal accountability, and public financial management (PFM). Yet most accounting curricula focus on corporate financial reporting, leaving graduates underprepared for careers in government ministries, audit agencies, and public-sector financial institutions. This study examines the development of public sector accounting education tailored for government careers, focusing on curriculum design, competency models, professional training, digital PFM tools, and accountability frameworks. Using comparative analysis of global standards (IPSAS, IMF GFSM, INTOSAI audit frameworks), university program structures, and public-sector competency requirements, the paper identifies gaps and proposes a multi-tier curriculum model for public-sector career readiness. Findings emphasize the need for integrated training in budgeting, public expenditure systems, fund accounting, procurement audits, ethics, and transparency legislation.
Teaching ESG and Sustainability Accounting in Universities
The growing relevance of environmental, social, and governance (ESG) reporting has increased demand for professionals trained in sustainability accounting. Traditional accounting programs focus primarily on financial reporting, leaving a gap in socially responsible disclosure and stakeholder-driven reporting frameworks. This paper examines the integration of ESG and sustainability accounting into university curricula, presents pedagogical approaches, highlights global examples, and proposes a curriculum framework for higher education institutions. The study reveals that multidisciplinary course design, experiential learning, industry collaboration, and ethical pedagogy are central to successful integration. Challenges include lack of faculty expertise, inconsistent global standards, and limited industry-academia linkages.
Teaching Tax Compliance Using Real Industry Data
Traditional taxation education relies heavily on textbook scenarios, theoretical case studies, and hypothetical datasets. While this approach introduces students to tax concepts, it often fails to develop real-world competencies such as filing procedures, compliance analytics, audit documentation, and regulatory interpretation. This paper presents an experiential pedagogical model that integrates real industry data—such as anonymized corporate transactions, GST/VAT filings, payroll records, and financial statements—to improve student readiness for professional taxation roles. The study proposes the Real Data-Driven Tax Learning (RDDTL) framework and demonstrates how real datasets integrated with tax software can enhance compliance accuracy, understanding of tax law applications, and audit preparedness. Challenges including privacy, regulatory constraints, and data standardization are also examined. The findings suggest that real industry data fosters deeper learning, reduces skill gaps, and enhances employability in tax-intensive sectors.
Employer Satisfaction with Accounting Graduates' Skillsets
As global accounting roles evolve from traditional bookkeeping to digital, analytical, and advisory functions, employers increasingly evaluate graduate performance based on practical competencies and workplace readiness. While universities emphasize conceptual learning based on standards and reporting frameworks, employers often report skill gaps in areas such as software proficiency, communication, audit analytics, and decision-making. This paper investigates employer satisfaction with accounting graduates’ skillsets across domains including technical knowledge, digital competencies, soft skills, professional behavior, and regulatory awareness. Using a synthesis of employer surveys, academic literature, and professional competency frameworks (IFAC, AICPA, ACCA), the study identifies areas of high satisfaction (financial reporting knowledge, conceptual understanding) and areas of dissatisfaction (technology adoption, analytical judgment, communication, ethics readiness). A competency alignment model is proposed to address mismatches through collaborative curriculum design, experiential learning, and industry partnerships. The study concludes with recommendations to enhance employability outcomes in accounting programs.
Soft Skills Development through Industry Mentorship Programs
Soft skills—such as communication, teamwork, leadership, adaptability, and emotional intelligence—are increasingly viewed as essential competencies in the modern workforce. Industry mentorship programs have emerged as a strategic mechanism for developing these skills by fostering real-world interactions between learners and industry professionals. This paper explores how structured mentorship initiatives contribute to soft skills development, reviews theoretical foundations, analyzes global case studies, and proposes a conceptual model for integrating mentorship into higher education and corporate training ecosystems. The study concludes that mentorship facilitates experiential learning, reflective practice, and longitudinal professional growth, although challenges such as resource gaps, mentor availability, and inconsistent engagement patterns persist.
Bridging the Gap Between Industry Needs and Academic Training
A growing disparity exists between what industries require in terms of technical, cognitive, and behavioral competencies and what academic institutions deliver through formal curricula. This mismatch results in graduate unemployment, high reskilling costs for firms, and reduced workforce readiness. This paper presents a comprehensive analytical framework to bridge the gap between academic training and industry needs through competency-based curricula, industry-academia partnerships, digital skill integration, and experiential learning ecosystems. The study employs a theoretical synthesis of existing literature and proposes a Workforce-Driven Academic Alignment (WDAA) model. Findings suggest that institutions must embrace continuous curriculum benchmarking, hybrid industry-led pedagogy, and real-time labor market analytics to maintain relevance in fast-changing sectors
Corporate Sponsorship and Accounting Research Outputs
Corporate sponsorship plays an increasingly influential role in shaping academic research outputs in accounting. While industry-funded research promotes practical relevance, resource access, and innovation, it may also introduce bias, conflict of interest, and reduced academic independence. This paper examines how corporate sponsorship affects research productivity, direction, publication quality, and ethical standards in accounting scholarship. Using a qualitative synthesis of studies, policy reports, and professional guidelines, the research identifies drivers of corporate sponsorship, benefits for stakeholders, risks related to academic bias, and mechanisms to safeguard academic integrity. A governance framework is proposed to ensure transparency, independence, and responsible collaboration between corporations and academic institutions. The study concludes that balanced funding strategies, strong ethical policies, and open-access dissemination can enhance research impact while protecting scholarly credibility.
Industry Partnerships for Curriculum Design in Accounting Schools
Accounting education has traditionally focused on regulatory standards, financial reporting, taxation, and auditing, often operating in isolation from industry needs. However, digital transformation, automation, cloud accounting, and advanced analytics have created a significant competency gap between academic learning and professional practice. Industry partnerships are increasingly recognized as a strategic approach to curriculum design, aligning academic content with evolving workplace requirements. This research examines how collaborations between universities and accounting firms contribute to developing industry-ready graduates. Using a mixed-method design involving curriculum analysis from 17 universities and interviews with 28 industry professionals, the study identifies key partnership models—co-designed courses, internship-integrated curricula, certification-linked modules, and applied digital accounting labs. Findings indicate improved employability, practical skill acquisition, and innovation adoption, though challenges include resource constraints, limited faculty-industry coordination, and accreditation rigidity. A partnership-driven curriculum model is proposed.
Internship Models for Practical Accounting Skill Development
Internships play a significant role in bridging the gap between classroom learning and real-world accounting practice. With the accounting profession becoming increasingly technology-driven and globally regulated, higher education institutions must adopt structured internship models that develop technical, analytical, and ethical competencies. This paper examines various internship designs—including cooperative education, capstone-linked internships, virtual internships, rotational corporate placements, and professional body-mandated internships—and evaluates their impacts on skill development. Findings from surveys, curriculum benchmarking, and interviews indicate that structured mentorship, competency-linked assessment, and integration with academic credits produce the strongest learning outcomes. A hybrid internship model is proposed to enhance professional readiness.
Assessing Research Competency in Graduate Accounting Programs
Research competency in graduate accounting programs is increasingly critical as accounting transitions from compliance-focused practice to evidence-based, analytical decision-making. Despite expanded curricular emphasis on research methodology, students often lack skills in academic writing, data analytics, literature synthesis, research ethics, and empirical methods. This paper examines methods for evaluating research competency in master's and doctoral accounting programs. Using thematic analysis of curriculum designs, competency frameworks, and assessment practices, the study categorizes assessment tools into knowledge-based evaluation, analytical performance metrics, empirical data tasks, academic writing assessments, and research dissemination outputs. A multi-dimensional research competency assessment model is proposed to measure theoretical understanding, methodological application, digital proficiency, and scholarly communication. Findings indicate that experiential research, mixed-method assessment, and analytics-centered training yield higher competency than traditional literature-based assignments alone. The study concludes with recommendations for universities and accreditation bodies to standardize research competency benchmarks.
Peer-Led Learning Models for Financial Accounting
Peer-led learning has emerged as a transformative instructional method in accounting education, particularly in foundational financial accounting courses where students often struggle with conceptual clarity, analytical reasoning, and application of standards. This research investigates how peer-led models—such as peer tutoring, team-based learning, study circles, and collaborative concept reviews—enhance academic performance, engagement, and conceptual retention. A mixed-method study involving 298 undergraduate students across four universities shows that peer-facilitated learning improves comprehension, reduces math-related anxiety, encourages active participation, and supports long-term skill development. Findings indicate that peer leaders must receive structured training, clear content frameworks, and assessment alignment to ensure instructional quality. A pedagogical implementation framework is proposed, integrating peer facilitation with instructor oversight, digital collaborative tools, and competency-based assessments.
Socioeconomic Factors Affecting Enrollment in Accounting Programs
Enrollment trends in accounting programs are influenced not only by academic performance or career opportunities but by broader socioeconomic factors shaping student access, motivation, affordability, and perceived professional value. This study investigates how economic class, geographic inequality, educational background, financial aid systems, family occupation patterns, and cultural perceptions affect enrollment in accounting degrees across developing and developed nations. Using mixed-method data—including surveys of 412 students across five countries, interviews with academic counselors, and analysis of government education statistics—the study identifies income disparities, urban–rural gaps, lack of career awareness, and rising tuition structures as key barriers. The paper proposes policy recommendations to support equitable access to accounting education and expand participation among marginalized groups.
Performance Gaps Between Theoretical and Practical Accounting Learning
Accounting education faces a persistent gap between theoretical classroom knowledge and practical real-world application. While accounting curricula emphasize conceptual frameworks, journal entries, and regulatory compliance, employers increasingly expect graduates to demonstrate software proficiency, analytical judgment, digital audit capability, communication skills, and ethical decision-making. This paper examines the nature, causes, and consequences of performance gaps between theoretical and practical learning in accounting degrees. Through literature synthesis and curriculum analysis, the study identifies structural barriers including outdated syllabi, limited exposure to real business datasets, insufficient internship integration, and lack of training on ERP, analytics, and audit technologies. A competency-aligned framework is proposed to bridge the gap by integrating experiential learning, industry collaboration, digital tools, and outcome-focused teaching. Findings suggest that a blended model combining theoretical rigor with applied practice improves employability, competency, and professional readiness.
Psychological Factors Affecting Learning Retention in Accounting Courses
Learning retention is essential in accounting education, where students must recall core principles across taxation, financial reporting, auditing, and analytics to make accurate professional judgments. Despite curriculum revisions, many accounting students demonstrate high short-term exam performance but weak long-term retention. This study examines psychological factors influencing learning retention, including cognitive load, motivation, stress, sleep, emotional engagement, and learning anxiety specific to technical subjects. A mixed-method study was conducted across four universities, surveying 284 accounting students and analyzing performance trends using cognitive load metrics and retention tests after a 12-week instruction cycle. Results show that anxiety, low intrinsic motivation, high cognitive complexity, and fragmented learning schedules reduce retention, while active recall, spaced repetition, supportive classroom climate, and case-based learning significantly boost long-term memory performance. A retention-enhancement instructional model is proposed for accounting educators.
Standardized Testing vs. Classroom Evaluations in Accounting
Assessment in accounting education traditionally relies on standardized examinations administered by academic institutions and professional certification bodies. These assessments emphasize technical knowledge, regulatory compliance, and uniform evaluation. Conversely, classroom evaluations—such as case studies, projects, oral assessments, and simulations—aim to cultivate applied reasoning, analytical interpretation, and professional judgment. This study compares the pedagogical value, limitations, and learning outcomes of both assessment models. Using mixed-method data from curriculum audits, faculty interviews, student surveys, and performance comparisons, findings reveal that standardized tests ensure conceptual rigor and industry credentialing, while classroom-based evaluations enhance critical thinking, ethical reasoning, and workplace readiness. The study proposes a hybrid assessment framework combining both models for optimal competency development.
Factors Influencing Academic Achievement in Accounting Degrees
Academic achievement in accounting degrees results from multiple interacting factors that include student characteristics, learning pedagogy, institutional resources, socioeconomic circumstances, and technology-driven instructional approaches. Unlike general business degrees, accounting requires analytical reasoning, quantitative skills, ethics competence, and applied professional judgment. This paper investigates determinants of student success in accounting education using a structured review of empirical studies, competency frameworks, and university performance data. The analysis categorizes influencing variables into cognitive factors (mathematical foundations, study habits), psychological factors (motivation, self-efficacy), instructional factors (pedagogy, digital tools, assessment design), institutional factors (faculty qualifications, accreditation standards), and external factors (family support, work-study balance, socioeconomic background). Findings indicate that academic success correlates strongly with early quantitative preparedness, engagement in active learning, and access to digital accounting systems. Challenges include skill gaps, curriculum overload, and varying levels of student-readiness. Recommendations include competency-based curriculum reforms, digital resource integration, academic support systems, and early diagnostics for high-risk students.