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Öğe A comparative analysis of accounting education's effectiveness with the balanced scorecard method: A case study of KMU(Elsevier Science Bv, 2015) Özpeynirci, Rabia; Yücenurşen, Mehmet; Apak, İbrahim; Polat, Yusuf; Iaman, A; Eskicumali, AThe goals wanted to achieved after the accounting education process, in other words the efficiency in accounting education is required acting in accordance with the plans, politics and strategies which are constituted in the beginning of the process. Analogously it is so important for achieving the efficiency in accouting education that comparison of the point reached in particular terms with the goals wanted to achieve and the evaluation of outputs reached during the process. Balanced Scorecard (BSC) which is one of the performance measurement tools is a technique used for comparing the goals with the activities and evaluating of outputs. In this context the efficiency of accouting courses at Karamanoglu Mehmetbey University (KMU), Faculty of Economics and Administrative Sciences, Department of Business Administration. Accounting education divides into four dimensions of the BSC and an questionnaire is applied to the students of department of Business Administration for customer size, internal processes' size, learning and growing dimensions. The data which acquired from the survey applied to the students who take course for four years and which is related to other dimensions of BSC is examined and interpretted.Öğe The underlying reasons of students' success or failure in accounting lessons, a suggested model: The case of KMU - ASU(ELSEVIER SCIENCE BV, 2013) Özpeynirci, Rabia; Yücenurşen, Mehmet; Duman, Haluk; Apak, ibrahim; Isman, A; Siraj, S; Kiyici, MThere is great importance of accounting lessons on the professional careers of students that studied economics at universities. Most of the lessons includes theme of accounting, finance, tax, and law. In this context, the success or failure of students in accounting lessons affect both the students' professional careers and undergraduate education period. The success and the failure of the students at accounting lessons depend on several factors. As an example of these factors, educator factor: the ability of imparting the theoretic information to the practical, physical feasibility: the laboratories besides classes, etude, working, and counseling services etc. This study, at the first part, has a sample of two similar universities. Accordingly, this study aims to assert a comparison of the students which studies at similar cities, universities, and departments, failure or success of accounting lessons. At the second part of the study, a model have been suggested which has prevented the factors that causes the failure of accounting lessons. On the other hand, the model also have been mentioned that success should be an organizational culture which has based on the life-long education.
