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ITF Evaluation Study, 2010 4212. Zarb, B. J. & Jagolinzer, P. (2008). What Are Students Taught in InternationalAccounting Courses? The CPA Journal, 78(9), 60-66."The dynamic growth of global markets in recent years has spurred a demand for newknowledge and skills. Each advance in technology, systems, and processes reaffirms thatneed. For students to succeed, they must learn how the global marketplace functions andadapt to different ways of thinking and working. Over the last few years, practicingaccountants, as well as regulators, have attempted to revamp the collegiate accountingcurriculum. Changing accounting education requires accounting educators to consider thechanging global accounting environment, the current domestic focus of US accountingstudents, and general resistance to change. A good starting point is what students are beingtaught in international accounting courses in the US. The authors sent survey instruments to367 accounting faculty in US colleges and universities whose teaching or research interestsare in international accounting. The authors believe that it is the obligation of universities toensure that a course in international accounting be included in the accounting curriculum."13. Peel, C., Frank, A., Amborski, D., & Boyle, R. Planning Education Forum: Theinternationalisation of planning education: issues, perceptions and priorities forAction/Comment/Comment/Comment/Comment/Comment/Response. The TownPlanning Review, 79(1) 87-124."Here, then, the internationalisation of the student total learning experience maytherefore be understood as a comprehensive agenda criss-crossing the different aspects ofuniversity life, from administration, marketing and recruitment, to student support services,new partnering arrangements and the provision of new facilities (van der Wende, 2001). Formany (indeed for ourselves) it is the nature and reality of the ethical dilemmas thrown up byinternationalisation that prompts us to search for an ideal that meets the 'needs of aninternational student body', provides 'equality of opportunity' and supports 'interculturallearners', with curricula which reflect 'fair play' and 'universal suffrage'. "14. Eskandari, H., Sala-Diakanda, S., Furterer, S., & Rabelo L. (2007). Enhancing theundergraduate industrial engineering curriculum; Defining desired characteristics andemerging topics. Education & Training, 49(1), 45."This paper aims to present the results of an initial research study conducted toidentify the desired professional characteristics of an industrial engineer with anundergraduate degree and the emerging topic areas that should be incorporated into thecurriculum to prepare industrial engineering (IE) graduates for the future workforce. A surveywas administered to faculty and industry professionals across the USA to describe the desiredcharacteristics and define the important emerging topic areas. The modified three-roundDelphi technique was applied to obtain consensus and ranking of the emerging topics. Theresearch findings that identify the desired characteristics and the most important emergingtopics to be incorporated into the reengineered curriculum discussed in this paper. Statisticalanalysis of the results indicates some differences in opinions expressed by persons in