TDNet Discover

The purpose of this case study is to examine the challenges involved in aligning accounting curricula with employer-expected technological and data analytics competencies for accounting faculty, administrators, and curriculum designers at UNH. Curriculum–industry alignment is defined as the extent to which academic content and instructional practices reflect contemporary accounting workforce requirements. Guided by the Technology Acceptance Model and the Technology–Organization–Environment framework, this mixed-methods action research investigates how individual perceptions and institutional readiness affect the integration of analytics and emerging technologies in accounting education. Data will be collected from faculty, upper-division students, and employer partners through interviews, surveys, curriculum analysis, and learning management system data. Qualitative data will be analyzed thematically and quantitative data descriptively, with findings triangulated to identify curriculum gaps and inform scalable, evidence-based recommendations for improvement.