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Usha Rackliffe - Emory University, Goizueta Business School. Atlanta, GA, US

Usha Rackliffe Usha Rackliffe

Associate Professor in the Practice of Accounting | Emory University, Goizueta Business School




Usha Rackliffe completed her JD at Georgia State University, College of Law in 1998. Prior to joining the faculty at Emory in 2015, Rackliffe held a full time faculty position at Georgia State University and has served as Chief Financial Officer for the Board of Regents of the University System of Georgia. She has been published in the Journal of Accounting Education. She is a CPA and member of the bar.

Areas of Expertise (2)


Accounting Education

Education (1)

Georgia State University College of Law: Master's JD

In the News (2)

Why do Amazon and other big companies sometimes pay little or no federal taxes?

11Alive  tv


Usha Rackliffe, an accounting professor at Emory’s Goizueta Business School, says Amazon is not the first big company to legally whittle their federal corporate tax bill down to nothing.

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The Road to Public Finance: Getting to Know Usha Rackliffe

Center for State and Local Finance  online


Public finance careers can start any number of ways. For Usha Rackliffe, she also wanted to be a journalist.

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Answers (1)

Are you covering the Child Tax Credit?

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Publications (1)

Excel in the accounting curriculum: perceptions from accounting professors

Accounting Education

2016 Public accounting firms emphasize the importance of accounting graduates being proficient in Excel. Since many accounting graduates often aspire to work in public accounting, a question arises as to whether there should be an emphasis on Excel in accounting education. The purpose of this paper is to specifically look at this issue by examining accounting faculty's perceptions of Excel in public accounting and accounting education. We survey 245 faculty members at over 100 accounting programs. We find that a majority of faculty incorporate Excel in their accounting classes consistent with their perception of Excel importance. However, we find that students are not fully proficient in Excel based on faculty's perceptions. This study contributes to the accounting education literature by identifying possible disconnections between Excel skills faculty include in the accounting curriculum and specific Excel skills faculty believe new hires (i.e. recent accounting graduates) most often use in public accounting.

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