Incorporating Data Analytics into Accounting Curricula: The Case of Jordanian Universities

Abstract

There is a growing recognition of the importance of analytics and big data in the accounting profession and a need for undergraduate accounting programs to better integrate these technologies into their curriculum. To find out degree to which undergraduate accounting programs in Jordanian universities have embraced analytics and big data into their curricula, this research looks at how and where data analytics and big data have affected undergraduate accounting education in accordance with the data analysis abilities that accountants need. The results show that accounting programs have not fully embraced analytics and big data. Additionally, only five accounting programs have developed a set of curricular components that offer the proper level of learning of data analytics and big data. Such a result emphasizes the need of more research to determine the best way to effectively implement these changes in the accounting education system of Jordanian Universities.