The integration of expert systems into the teaching of accountancy: A third-year option course approach

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The integration of expert systems into the teaching of accountancy : A third-year option course approach. / Lymer, Andrew.

In: Accounting Education, Vol. 4, No. 3, 01.09.1995, p. 249-258.

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@article{eb2236ddc9584df0adf0509d496b6806,
title = "The integration of expert systems into the teaching of accountancy: A third-year option course approach",
abstract = "The documented experiments into the teaching of expert systems to accountancy students have generally followed the pattern of including exposure to this technology as a minor aspect of a mainstream accounting or business course. This paper describes a different approach to the teaching of expert systems. It cites a case in which expert systems are taught as a tool in their own right. the key objective of the course was to develop knowledge of this technology from an appreciation of the tool itself rather than from any particular use of it. the paper attempts to highlight a number of issues behind the developments of a course of this nature and describes how they were dealt with in one particular circumstance. It concentrates on the first iteration of a course taught at a large UK university to undergraduate accounting students during 1991 and 1992.",
keywords = "accountancy, expert systems, shells, teaching, tools",
author = "Andrew Lymer",
year = "1995",
month = sep,
day = "1",
doi = "10.1080/09639289500000028",
language = "English",
volume = "4",
pages = "249--258",
journal = "Accounting Education",
issn = "0963-9284",
publisher = "Taylor & Francis",
number = "3",

}

RIS

TY - JOUR

T1 - The integration of expert systems into the teaching of accountancy

T2 - A third-year option course approach

AU - Lymer, Andrew

PY - 1995/9/1

Y1 - 1995/9/1

N2 - The documented experiments into the teaching of expert systems to accountancy students have generally followed the pattern of including exposure to this technology as a minor aspect of a mainstream accounting or business course. This paper describes a different approach to the teaching of expert systems. It cites a case in which expert systems are taught as a tool in their own right. the key objective of the course was to develop knowledge of this technology from an appreciation of the tool itself rather than from any particular use of it. the paper attempts to highlight a number of issues behind the developments of a course of this nature and describes how they were dealt with in one particular circumstance. It concentrates on the first iteration of a course taught at a large UK university to undergraduate accounting students during 1991 and 1992.

AB - The documented experiments into the teaching of expert systems to accountancy students have generally followed the pattern of including exposure to this technology as a minor aspect of a mainstream accounting or business course. This paper describes a different approach to the teaching of expert systems. It cites a case in which expert systems are taught as a tool in their own right. the key objective of the course was to develop knowledge of this technology from an appreciation of the tool itself rather than from any particular use of it. the paper attempts to highlight a number of issues behind the developments of a course of this nature and describes how they were dealt with in one particular circumstance. It concentrates on the first iteration of a course taught at a large UK university to undergraduate accounting students during 1991 and 1992.

KW - accountancy

KW - expert systems

KW - shells

KW - teaching

KW - tools

UR - http://www.scopus.com/inward/record.url?scp=19944387610&partnerID=8YFLogxK

U2 - 10.1080/09639289500000028

DO - 10.1080/09639289500000028

M3 - Article

AN - SCOPUS:19944387610

VL - 4

SP - 249

EP - 258

JO - Accounting Education

JF - Accounting Education

SN - 0963-9284

IS - 3

ER -