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ERIC Number: ED674689
Record Type: Non-Journal
Publication Date: 2024
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
A Framework for Integrating Python Programming into the Accounting Curricula
Kelly Green; Angel Littlejohn
Advances in Accounting Education: Teaching and Curriculum Innovations
In a ranking created by using data from multiple data sources, including CareerBuilder, GitHub, Google, Hacker News, the IEEE, Reddit, Stack Overflow, and Twitter, Python was shown to be the top programming language of 2023. Created in 1990, Python has seen a recent uptick in popularity driven primarily by its ability to sustain the use of artificial intelligence. Focus on data analytics proficiencies have gained significant traction especially now that the AICPA has incorporated data analytics as a key component in the CPA exam and the AACSB has made data analytics and other information technology skills a vital element of accounting accreditation. In response, accounting students and professors alike must respond to the growing need for data analytics skills. Currently, much of the data analytics course materials offered within textbooks include exercises working with Excel; however, this tool only scratches the surface of what is becoming expected of newly minted CPAs on the market. Therefore, we adapt a two-dimensional framework from contemporary accounting education literature for incorporating Python, a highly sought after programming language among employers, into the accounting curriculum. [For the complete volume, "Advances in Accounting Education: Teaching and Curriculum Innovations. Volume 28," see ED674684.]
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: https://books-emeraldinsight-com.bibliotheek.ehb.be/
Publication Type: Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
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Authoring Institution: N/A
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Author Affiliations: N/A