PwC INQuires

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Focus on Data and Analytics:

Over the past five years, our INQuires funding has included the awarding of over $1 million to 70+ schools to incorporate data , analytics and technology into their curriculum.  As described in Data Driven: What students need to succeed in a rapidly changing business environment, PwC encourages Accounting Programs to incorporate data analytics and related skills into their curriculum to help prepare students for the demands of our profession.  We are very pleased to support these curriculum development efforts through our INQuires program.  

  


Sharing resources:

We encourage schools receiving INQuires funding for curriculum development - particularly in the area of data, analytics and technology - to broadly share the outcome of these projects to make resources available to other universities.  Many recipients have done so through presentations at faculty conferences and publishing of articles. For example, in order to share their project, Northeastern University has created a HUB of Analytics Education* to provide free materials, including a large transactional dataset with supporting information, such as financial statements, business process documents and flowcharts.  PwC is proud to provide funding to Northeastern University for their independent development of all aspects of this project for academic purposes to assist faculty when teaching Big Data techniques in their classrooms.  For additional information on this resource, click here.

We have listed below several other specific examples of curriculum development projects PwC was happy to have funded to incorporate data analytics and technology into curriculum.  These academics have done great work in this area and we encourage you to explore these potential resources.

School

Primary contact

Summary

Babson College

Shay Blanchette, Julia Kokina, Dessi Pachamanova

Development of an analytics case for management accounting and perform an analysis of the sue of data analytics in the undergraduate accounting curriculum.

Colorado State University

Margarita Maria Lenk and Beth Dixon

Developed a data analytics approach for introductory financial accounting courses. The first accounting course was transformed into a real-world data-based active learning course where we derive the students' demand for (1) understanding accounting vocabulary,  concepts, and financial statements (2) mastering the mechanics of the accounting process, and (3) gaining communication skills regarding the meaning of accounting information their excitement and enthusiasm for “doing accounting” by making decisions about real world companies from their own financial statement analysis.

Indiana University

Andrea Astill and Joe Schroeder

Developed a data analytics module to include course notes, student deliverables and data files so that all faculty that teach the undergraduate auditing course can easily implement the data analytics module into their courses.

Miami University

Dale Stoel

Developed an Analytics course for the accounting program.

Northern Illinois University

Ann Dzuranin and Linda Matuszewski

Integrated the development of Excel skills in the accountancy curriculum including Microsoft Office Specialist (MOS) certifications in Excel.

St. John’s University

Vincent Shea Incorporated SAP into undergraduate and graduate level accounting information system courses.

University of Missouri

Vairam Arunachalam and Elaine Mauldin Integrated new modules covering data analytics into three required undergraduate courses (Accounting Information Systems, Auditing, and Intermediate Financial Accounting II) and one graduate elective course (Auditing Internal Controls). Students generally take these courses in sequence, thus reinforcing exposure to data analytics in a variety of settings and using different platforms.

University of Washington

Michael Wagner

Developed a new Data Analytics course for the MBA program

University of Wisconsin - Madison

Ann O’Brien

1. Developed and outlined a data analytics short curriculum with prescribed design aspects such as learning outcomes, the “big idea” and “driving questions” of the curriculum, relevant curriculum standards, teaching resources used and reflections and results from implementing the curriculum. This material was presented at the August 2017 AAA Conference on Teaching and Learning.

2. Created a schematic framework of lessons from the learning sciences to share with other accounting instructors.  This material will be submitted for consideration as a workshop at the August 2018 AAA Conference on Teaching and Learning.

 

*Legal Disclaimer

The HUB of Analytics Education materials are owned by Northeastern University.  PricewaterhouseCoopers LLP is not responsible for any errors or omissions in, or for the results obtained from the use of,  the HUB of Analytics Education. The HUB of Analytics Education materials are provided "as is", with no guarantee of completeness, accuracy, timeliness or of the results obtained from the use of this information, and without warranty of any kind. In no event will PricewaterhouseCoopers LLP, or its partners, principals, employees, or agents, be liable to you or anyone else for any decision made or action taken in reliance on the information in the HUB of Analytics Education materials or for any consequential, special or similar damages, even if advised of the possibility of such damages.

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The information contained in the HUB of Analytics Education materials is intended solely to provide general guidance on matters of interest for the personal use of the reader, who accepts full responsibility for its use. The information on this site is provided with the understanding that the authors and publishers are not herein engaged in rendering financial, tax, accounting or other professional goods or services.

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