A study by Yücel, Saraç and Çabuk (2012) discussed the current status of accounting education in
Turkey through investigating the current problems and future expectations. The authors indicated that
accountants today are incorporating many technological tools to accomplish their main works such as auditing,
control, analysis, planning, financial statements’ preparation and consultant services. In respect to the problems
and obstacles of accounting education, the respondents ranked insufficient training courses as the most important
problems of accounting education in Turkey, followed by crowded classrooms, lack of knowledge about
accounting profession, insufficient communication skills, insufficient number of accounting courses and inability
to deal with different accounting software programs respectively. The respondents also listed many expectations
and hopes for the future of accounting education. These include; holding training courses, introducing accounting profession to the students, developing communication and computerized skills among students to
solve different management problems and bridging the gap between accountant candidates and professional
practitioners in order to prepare accounting graduates for business market. In the same context, Paul, Codrina,
Nicoleta, Catalina and Gorgan (2011) focused on the main professional and behavioural skills necessary for a job
occupation in business markets that should be included in Romanian accounting education curriculum. The
authors indicated that the education approach followed in Romanian university is necessary but needs a lot of
improvements and amendments to meet the today labor market requirements. In particular, the authors stressed
the importance of developing the graduates’ behavioral skills, such as foreign languages and technical skills.
These skills, as indicated by the authors, should be integrated and completed with the suitable behavioral skills
of the respective jobs such as accounting as a communication tool, motivation, honesty, capacity of analysis and
teamwork skills. Cory and Huttenhoff (2011) investigated some important issues in accounting education system.
These include: degree and professional certificate preference, courses and topics to be covered and priority of
skills to be learned in universities. The results of the study indicated that a 120-hour undergraduate’s degree in
accounting is the optimal degree and the CPA is the most relevant professional certificate, critical thinking skills
should be given priority to learn. In respect to the different accounting courses, the authors indicated that
intermediate accounting is the most important accounting course, followed by ethics, finance, advanced
accounting, information systems and auditing respectively.