ICT Literature review

Transcription

1 ICT Literature review Associate Professor Jac Birt (UQ) Dr Poonam Bir (Vic Uni) Dr Alastair Robb (UQ) Dr Paul Wells (AUT) Professor Marie Kavanagh (USQ) IAESB CAG Monday 30 th October 2017

2 Background Changes in technology are impacting on ICT skills required by aspiring and practising accountants. Challenges for the accounting profession. As part of the IAESB Strategy and work plan the IAESB is examining mega trends to help inform the future direction of accounting. Early 2017 commencement on ICT literature review Group of academics teaching and researching in ICT area Review of articles practitioner/academic approx. 200 from Sourced from google, google scholar, SSRN, Forbes, Business Insights, ACCA, CPA, CAANZ etc. Also used Leximancer software to provide additional analysis of issues and concept maps. 2

3 Four main areas The digital age and opportunities for the accountant Issues for the accounting profession Education and ICT development Developing countries and ICT skills development Appendix Leximancer analysis 3

4 The digital age and opportunities for the accountant Big data and data analytics Bitcoin and Block chain Cloud computing XBRL Mobile phone technology and websites AI and drone technologies New software Social media 4

5 Issues/opportunities for the accounting profession Cybersecurity data security, loss of data IT governance Outdated accounting systems traditional systems still in use in many areas (esp teaching!). Embrace new technology in software, advancements and devote extra time to value add. Changing role of the accountant and job mobility risk of tasks becoming automated however new opportunities so reskilling. 5

6 Education and ICT development Looked at the pre-2010 literature to identify research that had focused on ICT needs a couple of decades ago. Education focused on areas such as transaction processing, spreadsheets, internal control, introduction to AIS. Standalone AIS courses and not integrated in curriculum throughout degree. Post 2011 literature blend of technical skills, digital technology and behavioural skills. PWC 2017 report shortage of candidates with data science and analytical skills. All accounting programs need to focus on these skills. AACSB 2017 A7 statistical techniques, data management, data analytics and information technologies into the curricula. PWC (2015) additionally research and programming skills 6

7 Snapshot of what is happening in Aust/NZ unis ICT skills taught in host of subjects in ugrad and pgrad degrees. Some accounting schools and some IT/computer science schools or both Some universities teach throughout the degree these skills and others have standalone subjects which could be core or elective in nature. Alarming number are not teaching anything in the area. Also a link with skills in big data and being skeptics of the big data! Understand the limits, integration of data sets etc. 7

8 Emerging CPDs in this area AAA Strategic and Emerging Technologies (SET) which features emerging technologies workshop. EAA similar activities. AAA Accounting IS Big Data conference AFAANZ EDTECH annual forum Professional bodies webcasts, conferences, selfstudy guides and live educational events. PIOB Impact of technology on audit June

9 Developing countries and ICT skills development Impact of IT on business equally rapid pace in developing countries. Digital divides apparent due to age, limited digital literacy, lack of access, remoteness local infrastructure. Many countries have developed at a fast rate China and South Korea. Also finding its way into CPD e.g. professional bodies running workshops on specific ICT issues e.g. XBRL, cybersecurity. Others are collaborating with bodies from other countries e.g.. China with CPA Australia etc. 9

10 Leximancer analysis 10

11 Figure 2 11

12 Summary of analysis Size and location of themes - how common and how related to each other they are. Skills, business, future, services, students, skills, work, job, education most frequently associated with IT. Skills and business with analytics. Graduates must not just be technically proficient, but also must be a able to infer the meaning of the data and be able to correctly understand what the data is telling them about the business. In short accounting technical proficiency must accompany analytical know-how for future graduates. 12

13 Conclusions There are some examples of ICT elements in the conceptual framework and IESs. Competence areas and learning outcomes in the IESs that directly relate to ICT. Various technological advances impact on the accounting profession including opportunities and threats. Changes in expectations of what we are teaching but no consensus yet on how to do it! Developing countries committed to ICT skills development but there are issues concerning digital literacy, lack of access, infrastructure issues or remoteness. CPD programs happening in these areas. Leximancer analysis concurs with literature review and enhances the fact that we need accountants with both technical and technological skills and the ability to interpret the data. 13