Empirical evaluation of accounting programs: a proposed factor-analytic approach

Abstract In the context of recommending and implementing change in accounting education, the role played by the evaluation of accounting programs cannot be ignored. In fact, program evaluation and continuous improvement are also a critical accreditation requirement of the AACSB. While accounting curriculum reviews, standardized examinations, portfolio analysis, student surveys, alumni surveys, employer\recruiter surveys, and interviews, discussions and observations are important, they are not the only means of evaluating accounting programs. The objective of this paper is to propose and illustrate the factor-analytic approach as an addition to the existing arsenal of evaluation methods. This approach, which uses examination results, can add a new, objective and empirical dimension and make the evaluation more comprehensive. This paper explains the rationale for and presents the proposed factor-analytic approach to evaluating accounting programs. It also illustrates the application of the proposed approach via a Singapore case study. Finally, limitations of the proposed factor-analytic approach to evaluating accounting programs are discussed, with suggestions for future research.