Abstract
This paper reports on the integration of information and communications technology (ICT) and the
reform of accounting education that flowed from a process followed to align accounting education to
accounting practice in Higher Education. A gap has been identified in the skills and knowledge of
accounting diploma graduates creating a need for the integration of ICT and accounting education to
close this gap. The implementation process that was followed highlighted how the teaching and
learning methods would have had to evolve to accommodate ICTs in accounting education. Firstly, the
iterative cycles of design-based research is argued to increase the contribution to the reform of
accounting education. Secondly, the article clarifies and verifies the alignment process that was
effected. The methodology followed in design-based research with the infusion of cultural-historical
activity theory is argued to effect a plan that is practical and feasible for implementation. A planned
series of interventions for the staff in the department to augment this alignment process is argued to
be one of the necessary steps for closing the gap in the accounting graduates’ skills and knowledge
as needed in the workplace. Lastly, it is argued that the design principles that emanated from the
findings will in future sustain a process of evolution in accounting education and can be applied as
standalone principles or in any combination to work together as a process for the management of
change. In conclusion, the implementation plan has been identified as an imperative architect for the
augmentation of design principles that will sustain the evolution of accounting education for the
diploma students.