Competency‐based education: Challenges and opportunities for accounting faculty

With student loans escalating out of control, yet the need for college degrees increasing entry-level jobs, competency-based education (CBE) is gaining traction with students, universities, and government as one solution to reducing costs accelerating degree completion. Universities typically work specific industry leaders employers define competencies geared toward marketable skills, goal CBE focus learning on knowledge skills students can utilize immediately upon entering workforce (Voorhees, 2001). The flexibility allows quickly finish courses through direct assessment that they may have prior experiences in or spend extra time beyond regular semester if needed mastery while saving substantially tuition (Selingo, 2013). Many these programs target non-traditional who started a business but never finished it (Dragoo & Barrows, 2016). At same time, accounting organizations, accreditors, businesses are calling curriculum changes incorporate core reflecting graduates twenty-first century. Lawson et al. (2014), citing accountants play more significant roles emphasized should be integrated into much organizations. However, require paradigm change teaching comes challenges faculty also provides opportunities. Knowledge best practices from literature, including other educators developed implemented their courses, ease transition foster dialogue about use broader concepts courses. Competency-based combines an intentional transparent approach curricular design academic model which takes demonstrate varies, expectations held constant. Students acquire by engaging exercises, activities, align clearly defined programmatic outcomes. receive proactive guidance support staff. Learners earn credentials demonstrating multiple forms assessment, often at personalized pace. Burnett (2016) focuses individual interdisciplinary content informed needs. programs, Department Education (DOE), take different forms. For example, include traditional provide after enrollment, permit simultaneous enrollment both course. course administered very like embedded achievement based credits earned. radically different, involving without regard seat credit hours (Cunningham al., not new began 1970s method train manufacturing workers complete job teacher training tasks useful classroom (Gervais, 2016; Gonczi, 1999). when introduced university setting, were poorly supervised, expensive than initially planned. Consequently, early suffered high drop-out rates particularly popular (Gallagher, 2014). Later, 1990s, Western Governors University (WGU), itself later collaboration State Indiana, introduce competency cost-effective delivering online minority, low-income, adult McDonald, 2018). WGU has grown 1998 129,169 full-time 2020, its experience contributed significantly implementing curriculums (Soares, 2012; University, 2020). Starting 2013, worked several community colleges various parts country start own funding U.S. Labor military veterans displaced specialized high-tech areas (Rainwater, Guidelines meeting accreditation financial aid requirements classes announced 2015 Council Regional Accrediting Commissions provided framework students’ Satisfactory Academic Progress Title IV (Eaton, This announcement came just before (DOE) working 65 universities around determine DOE ended experiment 2019, stating had received enough information make policy decisions issue regulations (Fain, 2019). guidelines allow charge fixed amounts per term instead hour choose must ensure proof substantial involvement well satisfactory progress meet guidelines. was cited point providing chose separate instructional reduce employees teaching, evaluating, mentoring (McDonald, A final negotiated rule Distance Innovation became effective July 1, 2021, clarified interaction place predictable scheduled basis, substantive requires least two five activities course, instruction, feedback, responding questions, facilitating group discussion, approved accrediting agencies (Williams, first step development identifying relevant valid attainment close standards potential employers. Next, develop rubrics determining necessary show establishing validity (Curry Docherty, 2017). An team translate appropriate size length outcomes associated materials derived existing independently Johnston Soares, Choice critical because will pace feedback (Monat Gannon, Newer frequently adaptive simulations utilizing computer technology automatically what already know learn mastery, teamwork frequent student-teacher less suitable automation Monat Based experience, recommends institutions, rather instructors, publishers (Johnstone Assessments mapped back mastered knowledge, behavior, abilities, values desired emphasis transparency. If and, proving move next module (Burnett, Ideally, pilot performed full implementation verify assessments planned timely assessments, preferably within 24 hr, evaluator 2014; Rainwater, common necessary, forms, either formative how learned needs practice, summative help track intervention federal requirements, such on-time between reliable secure incorporated detecting plagiarism preventing dissemination internet Faculty plays essential role development, implementation, delivery; there resistance considerable effort required restructure Adequate key technology, management, delivery systems. There methods available training, self-study, one-on-one assistance expert, telephone conferences, webinars, another member (Echols Training program deployment year consulting experts, attending reading materials, sharing members presents terms involves backward process material time. successfully navigate accelerated unfamiliar procrastinate, making monitoring performance developing present opportunities faculty, relevant, real-world reusable Development input revisions former helps current 2017; Johnstone most successful disciplined, self-directed, motivated succeed Gallagher, Careful admissions policies orientation ensuring self-paced Besides cost savings CBE, flexible times, credit, positive aspects programs. taking become credentialed past frustrated designed expressed although time-consuming set up, found so included them non-CBE Accounting being urged principles taught. American Association (AAA), organization educators, called integration across response increasingly complex global environment century (Lawson International Standards Board (IAESB), develops Federation Accountants (IFAC), international organization, endorsed broad education, certification (Borgonovo Integration education. In 2012, Pathways Commission, Institute Certified Public (AICPA), identified foundational competencies, communication; quantitative, analytical thinking problem solving; interpersonal technological all 2019; AICPA expanded risk measurement analysis, research systems tools (AICPA, Since 1999, Advance Collegiate Schools Business (AACSB), preeminent accreditor schools internationally, supported part review (Daigle 2007). many reasons why been slow embrace curriculum. Abbasi (2013) cites fact always slow, administrators unwilling enact change. he gives specifically involve lack sound pedagogy absence rewards innovation Developing frameworks since done undergraduate graduate disciplines non-accounting challenging teams evaluators, resources tight budgets Sharifi 2009). evident, however. One reason needing continually changing evolving Technical does reflect breadth professional accountants’ duties judgment cannot knowledge-based system These tasked managerial strategic planning advising top management careers advance advanced problem-solving contexts (van den Brink 2003). Responding despite apparent challenges, experimenting example Open Netherlands give real-life skills. Van (2003) variety draw career no textbook teach them. Using 15 cases complex, literature own, way manager would real life. consists case reports (25%) examinations (75%) exhibit competencies. authors’ website assists updated students. longer lectures becomes tutor mentor guiding Students, dismayed structure, eventually enthusiastic, related continued graduation. Two Spanish Extremadura illustrate development. Frameworks IAESB used identify inclusion (Ciudad-Gomez, 2011; Gomez Berrocoso, 2012). Ciudad-Gomez (2011) described constructing class linked presenting, preparing, understanding statements. After involved choosing sub-competencies attributable each along rubric qualitative Berrocoso (2012) determined evaluating assessment. Rubrics helped indicate level achieved modules face-to-face utilized university's Moodle system, facilitated assessing professors Sam Houston Texas AICPA’s core-competency using this benefit acceptance profession deemed future careers. added AACSB purposes. knew beginning valuable Both assignments transparency grades review. self-assessment increased, CPA exam scores successful. While change, educational taken some tentative steps call industry. As grows, gained helping improve fields. every believe represent savings. student, adults pace, money Proper screening good fit examples illustrate, established organizations profession. adequate overcome adopting concepts, benefits faculty. illustrates, leveraging only instruction requirements. Changing taught easy prepare demand. Daigle (2007) put well, shifting adage “teaching man fish” giving him fish (p. 151). No conflicts interest exist. Vicki M. Stewart, CPA, instructor M University-Commerce (TAMUC) doctoral Higher department. Prior coming TAMUC 2016, she adjunct 10 years, mostly online, Foreign Audit Specialist Alabama Revenue retiring 2015. Data applicable article datasets generated analyzed during study.