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    <title>EconStor Collection: Publications by UiTM Academic Members</title>
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    <title>Technology readiness, internet self-efficacy and computing experience of professional accounting students</title>
    <link>http://hdl.handle.net/10419/57099</link>
    <description>Title: Technology readiness, internet self-efficacy and computing experience of professional accounting students
&lt;br/&gt;
&lt;br/&gt;Authors: Ming-Ling Lai
&lt;br/&gt;
&lt;br/&gt;Abstract: Purpose – This study aims to assess the state of technology readiness of professional accounting students in Malaysia, to examine their level of internet self-efficacy, to assess their prior computing experience, and to explore if they are satisfied with the professional course that they are pursuing in improving their technology skills. Design/methodology/approach – A questionnaire was developed to collect data. The questionnaire was posted to the first 500 students registered for the Malaysian Institute of Certified Public Accountants’ advanced stage examination in December 2005. A total of 110 usable questionnaires were used for data analysis. Findings – Based on the technology readiness index of Parasuraman and Rockbridge Associates Inc., the survey found that professional accounting students were neither highly techno-ready nor highly techno-resistant towards new technologies. The respondents were then classified into five categories, explorers (5 percent), pioneers (42 percent), skeptics (38 percent), paranoids (13 percent), and technology laggards (2 percent). Overall, the survey found that the respondents had moderate level of internet self-efficacy and computing experience. Practical implications – This study provides important insights for professional accounting bodies to intensify information communication technology (ICT) integration into accounting education curriculum and assessment policies. Accounting educators need to be innovative in teaching and in assessment strategies to integrate ICT effectively in campus. Originality/value – Scholarly study of professional accounting students and ICT is scant; this paper emerged to fill up a knowledge gap.</description>
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    <title>Managing money and retirement planning: Academics' perspectives</title>
    <link>http://hdl.handle.net/10419/56762</link>
    <description>Title: Managing money and retirement planning: Academics' perspectives
&lt;br/&gt;
&lt;br/&gt;Authors: Ming-Ming Lai; Ming-Ling Lai; Siok-Hwa Lau
&lt;br/&gt;
&lt;br/&gt;Abstract: This paper examines money attitudes and associated retirement issues of academics in higher education in Malaysia. Systematic random sampling was used in selecting the target respondents. A questionnaire was personally administered on 458 academics in 16 universities in Malaysia. The survey found that academics exhibited positive attitudes toward money, and income appears to be the prime motivator. Consistent with the findings of prior studies, position, age and educational levels were strong indicators of an academic's annual income. The survey found that female academics and those from public universities had more positive attitudes towards retirement. In retirement planning, the respondents considered the availability of other income after retirement the most important factor, while payment for children's education was the key potential conflict area. The findings provide important insights for the top management of higher education of the necessity of pre-retirement counseling and assistance to ease the passage to retirement for academics.</description>
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    <title>Featuring Tax Education in Non-accounting Curriculum: Survey Evidence</title>
    <link>http://hdl.handle.net/10419/56066</link>
    <description>Title: Featuring Tax Education in Non-accounting Curriculum: Survey Evidence
&lt;br/&gt;
&lt;br/&gt;Authors: Mohd Amran Mahat; Lai Ming Ling
&lt;br/&gt;
&lt;br/&gt;Abstract: Purpose –This paper aimed (i) to solicit undergraduates‟ opinions on tax education, and (ii) to identify undergraduates‟ preferences on taxation topics. Design/methodology/approach – The paper used a survey to collect data. Survey questionnaires were personally administered on 575 undergraduates from accounting and non-accounting faculties in one of the public universities in Malaysia. Findings – The findings revealed that more than 90% of the respondents perceived that tax education is important and relevant, and should be introduced at the undergraduate levels. The survey also found that „Personal Taxation‟ and „Tax Planning for Individuals‟ were the two most preferred tax topics that undergraduates wished to learn. Originality/value – The paper support the call to introduce tax education into non-accounting curriculum in disseminating tax knowledge for better tax compliance among future taxpayers.</description>
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  <item rdf:about="http://hdl.handle.net/10419/56049">
    <title>Introducing Tax Education in Non-Accounting Curriculum in Higher Education: Survey Evidence</title>
    <link>http://hdl.handle.net/10419/56049</link>
    <description>Title: Introducing Tax Education in Non-Accounting Curriculum in Higher Education: Survey Evidence
&lt;br/&gt;
&lt;br/&gt;Authors: Anis Barieyah Mat Bahari; Lai Ming Ling
&lt;br/&gt;
&lt;br/&gt;Abstract: This study aims i) to assess the quest for tax education among working adults that pursuing off-campus non-accounting program, ii) to analyze the level of tax knowledge among the working adults, iii) to elicit the relevant tax topics to be taught should tax education be integrated into non-accounting curriculum in higher education. We surveyed 450 working adults pursuing off-campus non-accounting program in one Malaysian public university. 190 usable responses were received. The survey found 64% of the respondents were keen to learn taxation, and only 23.7% of the respondents possessed high level of tax knowledge. The topics that they desired to learn the most are basic tax principles, personal taxation, tax planning for individuals and taxation for small business and company. The findings suggest that as we moved into the era of self-assessment tax system, it is imperative for the accounting academics and the education authorities to seriously consider introducing tax education in non-accounting curriculum in higher education.</description>
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