Abstract The revolution taking place in the computer industry and the widespread use of microcomputers by the business community, coupled with the establishment of new guidelines for accreditation, necessitated structural changes in the accounting curriculum. These changes are made to integrate the microcomputer into accounting education. This paper discusses three basic approaches for the integration process in terms of form, content, and substance. Advantages and disadvantages of each approach are presented side by side with recommendations for avoiding pitfalls that are associated with the integration process.
M A Helmi (Sat,) studied this question.