Abstract

This paper examines differences between Chinese and Canadian accounting students’ perceptions of academicexperiences and expectations. The emerging adults from Chinese (n=862) and Canadian (n=434) universitiesexpressed their opinions by responding to a survey including questions rating various aspects of their universityexperiences, academic expectations, preferences to work independently or collectively, and support fromprofessors. Results indicate there were marked differences in all four categories between the two samples. Thestudy aims to offer insight for educators and institutions in preparing tomorrow’s accounting professionals towork and compete on a global scale and abide by technical and ethical standards.

 

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