htps://www.jefournal.org.za Open Access Journal of Economic and Financial Sciences ISSN: (Online) 2312-2803, (Print) 1995-7076 Page 1 of 9 Original Research Authors: Nazreen Dasoo 1 Marina Bornman 2 Raymond J. Rhodes 2 Afliatons: 1 Department of Curriculum Studies, University of Johannesburg, Johannesburg, South Africa 2 School of Accountng, College of Business and Economics, University of Johannesburg, Johannesburg, South Africa Corresponding author: Raymond Rhodes, rayr@uj.ac.za Dates: Received: 26 Nov. 2019 Accepted: 06 July 2020 Published: 06 Oct. 2020 How to cite this artcle: Dasoo, N., Bornman, M. & Rhodes, R.J., 2020 ‘Impactng accountng educaton using integrated informaton and communicaton technologies’, Journal of Economic and Financial Sciences 13(1), a540. htps://doi.org/ 10.4102/jef.v13i1.540 Copyright: © 2020. The Authors. Licensee: AOSIS. This work is licensed under the Creatve Commons Atributon License. Introducton ‘Why accounting education needs a complete overhaul’ was a lead article in the Accounting weekly, October 2019 (Ryan 2019). Ryan cites Jason Ackerman ‘at the CPA Journal’, stating that ‘almost no technology is taught …’ and that ‘[t]he current accounting curriculum does not prepare accountants for the world they are entering’. Ackerman also states that ‘… colleges need to stop teaching with ledger sheets and pen and paper. This is all part of ancient history’ (Ryan 2019). The Fourth Industrial Revolution (4IR), which affects the levels of automation used, is a reality spreading across the workplaces. However, third-world and emerging countries are lagging behind and are still working on the Third Industrial Revolution (3IR) technology. Students in these countries must be taught to work in 3IR but must be prepared for 4IR. In South Africa, as in many parts of the world, teaching for 3IR is only starting to approach the reality of working in 3IR. Rhodes (2012a) investigated this ‘gap between accounting education and accounting practice’ in 2009 and recommended an integration model and an intervention plan to reduce this gap. This intervention was tested during the implementation of the integration model in 2011. Orientation: Computers, especially in the form of information and communication technologies (ICT), have changed the procedures through which bookkeeping and accounting are accomplished in business. Modern debates centre on the veracity and methodology of including of ICT in accounting education. This study assessed the impact of one method of integrating ICT in accounting education, as adopted by the University of Johannesburg (UJ) in one diploma offering. This method has been termed ‘subject integrated information and communication technologies’ (SIICT). Research purpose: The purpose of this study was to evaluate the impact that the integration of ICT into certain subjects (SIICT) has had on selected key role players of the diploma in Accounting. This section of the study evaluates this impact on the students by comparing the outcomes of two cohorts of students. Motivation for the study: In 2011, UJ replaced National Diploma offerings in Accounting with a new diploma in Accounting that integrated ICT into two core subjects. This impact study evaluated the integration, which used a theoretical model of integration that was untested in its application. Research approach/design and method: This case study, designed as an impact study, tested the impact of integrating ICT into the core modules of the diploma. Data collection was based on a mixed-method data collection model and included research questionnaires to the students, recorded observations of lecturers, interviews with lecturers and a document investigation. Main findings: The students were positively impacted through (1) completing their studies in a shorter time, (2) the time to obtain employment being shortened, (3) fewer students studying further and (4) experiencing a greater sense of work preparedness and confdence during interviews. Practical/managerial implications: The average time that students spend studying is shorter, freeing university resources and costing the student less money. Different methods of study are applied, and the students are more engaged as the subjects become more ‘real to life’. Contribution/value-add: Employers’ acceptance of the changes and the student comments refect an earlier engagement with work at their place of employment. Keywords: accountancy education; impact analysis; information and communication technologies; integration; graduateness; employability; knowledge building; distributed cognition. Impactng accountng educaton using integrated informaton and communicaton technologies Read online: Scan this QR code with your smart phone or mobile device to read online.