Accounting Masters For Non Majors – The author’s company observed a significant decline in accounting records from 2015 to 2019. The authors’ research results show that this trend is common among top-tier accounting programs. Students’ perceptions of the value of traditional accounting education and the value of credentials in the marketplace appear to have diminished.
At James Madison University, the author’s institution, enrollment in intermediate accounting courses has dropped by 34% over the past four years (see Appendix 1). This course sequence is the starting point used by accounting professors and leading employers of accounting students. It is the gateway to accounting majors, with graduates of the 2019 Master of Science in Accounting becoming certified public accountants upon graduation. Among the university’s 2019 Bachelor of Business Administration graduates who entered the workforce, 93% joined public accounting firms.
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To better understand what is happening at their university in terms of access to similar accounting programs, the authors submitted a brief survey asking for feedback from accounting peers in leadership or program administration roles at 78 US colleges and universities (see
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For the survey instrument). Target organizations are programs that have been successful in training students who want to become CPAs.
A sample of companies were selected based on their ranking on the CPA Board’s initial approval criteria for large and medium-sized programs (see
For list of schools). Top 40 major programs are institutions reporting 60+ applicants and an average first-time CPA pass rate of at least 68.5%. The average top 40 programs are institutions with 21 to 60 reported applicants and an average first-time CPA pass rate of at least 62.1%.
For large programs, Annex 2 shows a response rate of 43.6% (17 out of 39 organizations). The authors interpret this high response rate as an indication of widespread interest among program managers in accounting records. Figure 2 shows that since the 2015/16 academic year, 13 of 17 respondents (76.4%) in major programs reported a significant decline in accounting enrollment. Only 2 respondents (11.8%) reported a significant increase, while 2 respondents (11.8%) reported no significant change in enrollments. The results reflect a similar picture for high school programs from 2015 to the present, with 7 of 14 respondents (50%) reporting a significant decrease in accounting and 7 respondents (50%) indicating no significant change. No respondents reported a significant increase in audits in secondary programs.
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Of the total 78 large and medium-sized programs, 20 of 31 respondents (64.5%) reported a significant decrease in accounting records, while only 2 of 31 respondents (6.5%) reported a significant increase. What are the consequences? In the authors’ opinion, Annex 2 warns that the difference in enrollment at our institution is not an anomaly. The results of this survey will be confirmed by the AICPA in 2019
(AICPA, https://bit.ly/2PyPvDS). Something is eating away at the desirability of majoring in accounting, especially in programs that train the nation’s best and brightest for careers in public accounting.
Unlike the period when US licensing jurisdictions required 150 hours of education, the reason for this drop in enrollment is not just a temporary setback. For example, in their study of “the number of first-time applicants after meeting the 150-hour requirement as a percentage of applicants prior to enactment of the law,” Schafer, Kunkel, and Hansen reported “in most states, a sharp decline in the number of applicants.” applicants as soon as the requirements take effect.” (“Effect of 150 Hour Education Requirement”,
January 2003). However, for the decline in enrollment in higher education programs since 2015, no identifiable factors explain the current shift away from accounting and there is no evidence that the decline is temporary. The causes can be complex and need to be studied carefully before drawing conclusions.
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However, there is reason to fear that accounting professionals could become second-class citizens in the new professional market. It would be unwise to dismiss the current decline in enrollment in higher education programs as short-term and easily resolved. Annex 3 presents the ideas mentioned by the interviewees as possible reasons for refusing to enroll in the program. Notably, the top three most cited explanations were “a strong job market for other courses that don’t require 150 hours”, “the rise of technology-related courses” and “starting salaries for entry-level accountants remain stagnant”.
One inescapable truth that accounting educators must face is that public accounting firms are less interested in hiring traditional accounting graduates. For example, the report shows that “CPA firms are targeting non-accounting graduates” and that “hiring of new accounting graduates has declined” (K. Tsiak, “Report Finds Changes in Accounting Firm Hiring,”
August 13, 2019, http://bit.ly/2ONqvIh). It cannot be denied that many of the best and brightest students are no longer interested in a career in accounting.
In today’s rapidly changing, technology-driven business environment, previously emphasized skill sets are relatively less important to employers and students than more desirable skill sets. Consequently, the authors believe that accounting education has reached a crossroads. A paradigm shift is taking place in the market, and students – as well as employers of accounting courses – are responding to market stimuli.
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Notably, enrollment at James Madison Universities is declining, with students moving after graduation into fields that offer a better match between the major program and pay. Employers of accounting graduates are reluctant to pay more to accounting graduates because CPA firms no longer consider accounting degrees as valuable as they once were.
The researchers say that “data analysis and the emergence of big data is not a fad; it is a real phenomenon caused by new technologies adopted by many companies. Auditors and auditors are far behind” (A. Kogan, M. A. Vasarheli, D Appelbaum, “Introduction to Data Analysis for Auditors and Auditors” “.
February 2017, https://bit.ly/2F8Oh0g). While no one disputes the importance of accounting graduates having good communication skills and technical accounting skills required in today’s complex business environment, all major companies point to the importance of accounting educators developing the appropriate level of data expertise. Analysis (L. Hart, “Teacher Resources from the Big Four,”
For accounting programs to retain their share of the best and brightest students, early indications are that they need to teach accounting graduates the skills employers now want – and send clear signals to the marketplace that accounting graduates possess those skills. We hope that individual programs will find their accounting boards to be valuable partners in providing resources and other support in this regard.
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Experience in detailing past transactions and creating standardized reports is essential. However, in a forward-looking market where skills such as “recognizing patterns in historical data” and “determining the best option to achieve a desired outcome” are now valued, flexible accounting programs can continue this record trend. . Persist (N. Tchackert, J. Kokina, S. Kozlowski, and M. Wasserhely, “The Next Frontier in Data Analytics,”
James H. Irving, PhD, CPA is Assistant Professor of Accounting and Cater Faculty Scholar at James Madison University.
Eileen M. Shifflett, CPA, is Professor of Accounting and Veris Consulting Faculty Scholar at James Madison University.
Appendix 1 [Question 1] How has the number of undergraduate accounting courses at your institution changed since 2015?
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[Question 1a] If you answered yes to question 1, what factors do you think contributed to the decline? Select them all.
[Question 1b] If you answered significant increase in question 1, please describe the factors that you believe led to this increase.
[Question 2] What has changed in the number of undergraduate accounting courses at your institution since 2015?
[Question 2a] If you answered significant decline to question 2, what factors do you think contributed to this decline? Select them all.
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[Question 2b] If you answered significant increase in question 2, please describe the factors that you believe led to this increase.
38 Auburn 38 University of Popu University “University of Popu Space
Source: 2016 National Association of Public Accounting Boards, Inc. Note: The authors were unable to find contact information for accounting faculty members in leadership or administrative positions in a core program and an intermediate program. Thus, the survey was carried out in 78 of the 80 institutions. CloseText by Sean McCabe Sean Mail to sean.mccabe@arizent.com LinkedIn smccabe02 on Aug 15, 2019 at 10:58 am EDT 3 Minutes Read
According to the AICPA report, “Trends in Supply of Accounting Graduates in 2019 and Demand for Non-Accounting Graduates Last Year, 31% of New Hires at Public Accounting Firms in the U.S. – An 11% Increase from 2016 to 2018 . Public Accounting Recruiters”, were published on Tuesday. has became
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The biennial report, first published in 1971, was based on responses from the university
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