More Questions Than Answers: A Few Encouraging Answers: How to Bridge the Gaps in Finance and Accounting

AuthorMichael Cipriano,Tom Pryor
DOIhttp://doi.org/10.1002/jcaf.22245
Published date01 January 2017
Date01 January 2017
94
© 2017 Wiley Periodicals, Inc.
Published online in Wiley Online Library (wileyonlinelibrary.com).
DOI 10.1002/jcaf.22245
MORE QUESTIONS THAN ANSWERS
An ongoing assessment of our effectiveness at serving the corporate
world of accounting and finance”
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A Few Encouraging Answers: How
to Bridge the Gaps in Finance and
Accounting
Tom Pryor and Michael Cipriano
In our first installment of
this series of columns, we
attempted to pose several
questions that focused on
gaps between education and
practice as well as potential
bridges to those gaps. In this
installment, we would like to
make it clear that classroom
educators, practitioners, and
those responsible for jour-
nals related to accounting
and finance are all included
in the “our” of the phrase
“our effectiveness” that we
are using as the stated central
theme of this series. As we
indicated in our last column,
this series was inspired by
conversations we have been
having as an editorial advisory
board following the words and
vision of our editor-in-chief,
Dr. Jim Edwards. Between
us, we have membership in
all three groups included in
the “our” of the phrase “our
effectiveness.”
Given our perspectives
from each of these points of
view, we hope to share a little
of our perspective on a few
very encouraging examples of
ways in which gaps between
education and practice of cor-
porate accounting and finance
are currently being studied and
addressed. We do not pretend
to have a comprehensive list of
answers to the questions that
we posed regarding these gaps
in our previous column, but we
are hoping to both encourage
further dialogue and action
among all parties included in
the “our” of “our effectiveness”
and make a few suggestions
that might be worth consider-
ing in the name of bridging
the gaps now and in the future.
While some may be tempted
to analyze what the current
state of education is relative
to the demands of the profes-
sions that accounting and
finance educators are serving,
Ray Johnston reminds us in
his book The Hope Quotient
that individuals and businesses
would be much better served by
refocusing on what the current
state of things “can become”
rather than what the current
state of things “is.” That is
our focus: to identify what our
effectiveness can become rather
than what it is.
In their comprehensive
review of accounting educa-
tion, Lawson and colleagues
(2014) identified a set of skills
desired by the accounting pro-
fession that mirrors the set we
listed in our last installment.
This skill set was also validated

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