Accounting Case Study

In developing countries the case is more critique. (REF) several studies were carried out to seek the importance of technical skills. Agami and Alkafaji (1987) Implemented a comprehensive study for accounting education programmes within six selected countries include Egypt, Jordan, Saudi Arabia, Libya, Iraq, and Kuwait. Trying to compare these programmes between the selected countries on the one hand and the developing countries on the other so that can determine the defects and pointed problems. Moreover, the authors aimed to provide educators with solutions for such weakness. In fact, their study focuses more on the content of these programmes. It seems from the authors discourse that they are liberal arts education supporters. They criticised

This set is not specifically connected to a certain disciplines rather candidates are expected to have knowledge about them. For example they are required to know how to control and secure the information, design an electronic accounting system communicate data to other user and have an idea about e-business applications (Gregory Stoner, 2009). The inclusion of IT skills within accounting education curricula is not received acceptance from some (ref). Their opinion stems from the fact that there are required to have only the knowledge that is relevant to the core of accounting disciplines and the IT skills are those should be possessed by IT professionals. The increase of the use of technology in accounting field became a reality that can be given a blind eye. With this significant dependency of accounting on technology nowadays accountants are increasingly are required to have IT expertise (Bonk & Smith, 1998). Surveying ‘’Fortune500’’ executives on the required skills from accounting graduates Lee and Blaszczynski (1999) elaborated that classification of IT skills is shifted from low rank to be in advanced levels from organisations perspectives. This view is supported by Burnett (2003a) ( country) who surveyed accounting bodies and professionals prefer graduates who are highly qualified in IT

Those topics are as follows; programming languages, hardware, office software, database, networks, operating systems, project management, web design and others. From CPAs point views it seems that audit software and intranet research skills are the more significant for those who wish to start their career. Whilst accounting students are more encouraged to have broader technology skills experience. According to the authors this deference between the two groups reveals that the content of the accounting education programmes is based on the work market needs and educators should share thoughts with employers about these needs. Further, the study finding significantly emphasised the notion that Excel and Windows software should integrated into accounting information system courses. Although authors provided mechanism for how this inclusion can be done but it is still unclear. In the same regard (Harrast et al., 2010) Evaluate Junior and advanced students at accounting information system education programmes. Survey includes 36 technological competencies were circulate to student for self-assessment. These competencies include word processing, spreadsheets, work flow expert systems and email. In spite of the exciting of the students to possess skills such as tax software, small business accounting, generalized audit