Developing critical thinking: An examination of contemporary practices in accounting

Employers and professional bodies call for higher education accounting courses to emphasise the importance of critical thinking skills. This study provides an in-depth assessment of how critical thinking is currently taught and assessed across an entire accounting degree. Our study contributes to our understanding of how teaching and assessment can support students in developing their critical thinking. Using a case study approach, we identify resource restraints and disruptions to traditional forms of engagement as key challenges to developing critical thinking skills in accounting education. We conclude with suggestions for teaching practice, such as formative scaffolds and teacher-led discussions.     

Students’ perceptions of their first accounting class: implications for instructors

The purpose of this action research study is to learn directly from undergraduate students, through focus groups, about their experiences in their first accounting class, especially about the students’ knowledge and practice of critical thinking and about which classroom experiences engaged their attention and enhanced learning. The findings show that students want to understand how the first accounting course connects to the business world and to their other classes. Participants were unsure about when and how they practiced critical thinking; for improved learning outcomes, instructors need to keep critical thinking front and center. Students also need instruction in how to study accounting and how to utilize effectively the resources provided in their textbooks and as supplemental tools (e.g. integrated accounting software). Accounting professors must adapt their teaching methods to help students to meet professional demands, such as critical thinking skills and ability to handle a complex global business environment.     

Using technology and library resources in financial accounting courses

Accounting practitioners and academics have raised concerns about the need to develop accounting students' critical thinking and communication skills, as well as their computer literacy. This paper presents two intermediate accounting projects that address these concerns. The first project is structured to familiarize students with accounting resources available electronically. The second project requires students to use an electronic database to research and analyze the effect of asset impairment on the financial statements of companies within a specific SIC code. This project can readily be adapted to any financial accounting topic, not just asset impairment. Both projects have writing components and involve the use of groups and technology; the second project also involves critical analysis of the financial statement impact of asset impairments. The results of student surveys requesting feedback on the effectiveness of the projects are also presented.     

Developing critical reflection: An integrated approach

The increasing impact of globalisation and digitalisation on accounting reinforces the need for accounting education to develop students' core professional skills such as communication, analytical skills and critical thinking, as well as their ability to evaluate the relativity of their knowledge and acknowledge learning needs. This paper reports on a comparative study that explores outcomes from surveys of two separate student groups as they engaged with the elements and components of a task designed to develop their skills and ability to reflect on the currency of knowledge. Findings show merit in the design's integrated and interactive approach, including the transition of students' perspectives, with critical reflection developed through sequencing individual and cooperative learning, oral and written exercises, and formative and summative assessment. Survey responses from students indicate that they responded positively to the challenge of critically reflecting upon research and articulating the relativity of their knowledge.     

Web-based practice and feedback improve tax students’ written communication skills

To prepare students for successful accounting careers, educators must be involved in developing students’ written communication skills. This article provides evidence that web-based lessons and self-tests appearing at www.gsu.edu/~accerl and dealing with three sentence structure issues significantly improve written communication skills. Our study involves control and treatment groups in a pre- versus post-treatment design. The authors measure passive voice, punctuation, and wordiness through in-class quizzes and writing assignments. Prior research has shown that a combined approach of lectures addressing writing skills within accounting classes, writing consultants, and detailed grading of assignments improve students’ written communication skills. However, this combined approach involves significant in-class time, departmental funds, and professor time. In contrast, this study shows that improved writing can occur without the substantial institutional resources these prior approaches required.     

Critical thought on critical thinking research

Calls for improving the critical thinking ability of accounting students have been clear and repeated in both the accounting education and professional accounting literature. Although numerous ideas for developing critical thinking skills have been generated, there remains a significant lack of empirical evidence, in both the accounting education and higher education literature, that any specific instructional method can enhance the critical thinking skills of students. Given the lack of empirical support for success in the development of critical thinking skills, the value of further efforts to develop students' critical thinking skills must be questioned. The premise of this paper is that accounting programs and faculty wanting to address the issue of developing critical thinking skills in their curricula should be able to empirically examine whether their efforts are achieving the desired effects. This article first presents a brief review of prior research on critical thinking skills development and then offers suggestions to improve the design of future research on this topic. The authors attempt to provide guidance on the design of more powerful empirical tests of promising curricular strategies so that accounting faculty can determine if their attempts to enhance student critical thinking skills are meeting expectations.     

An experiential approach to learning about the balanced scorecard

The balanced scorecard (BSC) is an integrated strategic performance management framework that helps organizations translate strategic objectives into relevant performance measures. This paper offers guidelines for implementing an experiential approach to learning about the BSC through the study of “real-world” organizations. This approach emphasizes hands-on experience with the team-based, cross-functional, and strategic aspects of management accounting designed to address several educational objectives, including: understanding organizational strategy and critical success factors; gaining insight into how to measure performance; and developing oral presentation and team-building skills. Specific examples of classroom materials to facilitate implementation of this approach in management accounting courses at both graduate and undergraduate levels are also offered.     

Thinking practice: Iteration,peer review,and policy analysis in a governmental accounting class

All accounting graduates need strong critical thinking skills to succeed. However, possessing these critical thinking skills upon graduation is particularly crucial for new accountants working in the field of governmental accounting. As public servants at the local, state, and federal levels, they may face both short-term budget constraints and long-term sustainability concerns that cannot be solved with technical skills alone. Due to the proliferation of standards and technical practices across the accounting profession, governmental accounting educators may find it difficult to incorporate critical thinking instruction into their courses. In response to these concerns, this paper presents a project developed for inclusion in a governmental and nonprofit accounting course. Over the course of one semester, students choose a governmental policy topic of interest, conduct background research, evaluate the costs and benefits associated with a policy issue, and prepare recommendations in a written format addressed to the appropriate legislative committee. The project also incorporates review and iterative components that allow students to revise their written work based on feedback from the instructor and classmates. We report results of pre- and post-surveys that suggest that the project offers promise as a vehicle for promoting critical thinking skills among governmental accounting students.     

Service-learning: an innovative approach to teaching accounting: a teaching note

Service-learning allows students to enhance their learning through real-world applications of accounting concepts. This Teaching Note describes the service-learning process and the benefits to students, faculty, the university, the community, and the accounting profession. Quotations from students' reflective journals are used as illustrations regarding how students develop communication, leadership, strategic, and critical thinking skills. Practical issues for implementing and supervising service-learning projects are also given.     

Reducing accounting students' oral communication apprehension: Empirical evidence

Although communication skills are recognized as crucially important to success in the accounting profession, the issue of oral communication (OC) skills development has not been widely examined in accounting education studies. Further, some have questioned whether a program can be designed to effect significant gains in OC skills in relatively short periods, given the resource constraints often associated with accounting programs. One important facet of OC is oral communication apprehension (OCA) -anxiety related to interpersonal OC. Since OCA has been linked to OC skills as well as other communication behaviors, reducing OCA is a step towards improving OC skills. We describe an experimental, undergraduate accounting course that had reducing students' OCA as one of its main objectives. Pretest and posttest measures of OCA for treatment and control groups of accounting majors indicated a significant reduction in OCA for the treatment group but not the control group. This suggests that significant reductions in OCA can be made in a single course. The implications of such short-term gains in reducing OCA are that accounting educators should not necessarily presume that limited resources impose a prohibitive constraint on the inclusion of procedures to reduce OCA in accounting curricula, and should consider incorporating exercises such as those described in this study in their courses where appropriate. Further research is needed to help guide these efforts, however, for OCA remains an underexamined phenomenon in accounting education.     

Do Accounting Graduates’ Skills Meet The Expectations of Employers? A Matter of Convergence or Divergence

This study investigates the emphasis placed on technical and generic skills developed during undergraduate accounting courses from both the graduate and employer perspective. It is motivated by two issues. First, calls by the accounting profession and international education committees regarding the professional adequacy of graduates. Second, by the challenge facing educators and professional bodies to ensure accounting courses equip graduates with the necessary skills to add value to business. Data obtained from 174 graduates from an Australian university is compared with the perceived needs of a sample of employers. Major findings suggest that, while both groups acknowledged the importance of technical accounting skills, employers require a broad range of generic skills that graduates indicated were not being adequately taught in their accounting degree programme. Against this backdrop of skills convergence, the greatest areas of skills divergence from the employers’ perspective were those of team skills, leadership potential, verbal communication and the interpersonal skills of graduates.     

The effectiveness of using spreadsheets to teach financial accounting

There have been numerous attempts to integrate micro-computers into the teaching of accounting courses in higher education. Two of the reasons that have been suggested for using computers on accounting courses are: firstly, the educational benefits and, secondly, that students will then be equipped with the computing and spreadsheet skills that they will require in the workplace. One method of using the computer is to use it as a computational tool, allowing the student to develop models from scratch. Such an approach was developed by Marriott & Simon (1990a). However, as there is little evidence regarding the educational effectiveness of using such methods, a rigourous and structured research project was conducted using first–year accounting degree students at Cardiff Business School. This article outlines the rationale for the project and analyses the results obtained. The results indicate that while spreadsheets can be successfully integrated into an accounting course, their use had no measurable impact on test performance. However, the use of computers can still be deemed to be worthwhile as the students' computer skills are enhanced and it permits further integration in other courses where educational benefits may be more readily obtained.     

Evaluating a method of integrating generic skills with accounting content based on a functional theory of meaning

This paper documents and evaluates an intervention designed to integrate the learning of selected generic skills, particularly analytical thinking and written communication skills, with the learning of accounting content. The method used was to scaffold practice in analytical thinking skills through specially designed writing activities. Content‐focused learning materials adapted from task‐types currently used to teach language skills were used to facilitate the analysis and interrelation of accounting concepts, principles and problems in interpersonal communicative contexts typical of actual accounting practice. The materials, in three assignments, were designed to incorporate: (i) selected generic skills, taken from those listed by the professional accounting bodies; (ii) writing, both as communication and as an instrument for analytical thinking and learning; (iii) knowledge of accounting concepts and principles; and (iv) awareness of the interpersonal dimensions of professional communication. Overall, students showed improved learning outcomes, with improvements of 19 percentage points for non‐Australian students over the three assignments. We were also able to show significant positive relationships between the assessments of assignments 2 and 3 and performance in the knowledge‐based final examination. Improvements in the quality of learning were shown in students’ improved ability to assess their own work.     

Critical thinking in the public accounting profession: aptitudes and attitudes

The public accounting profession has called for enhanced critical thinking skills in accounting graduates. However, critical thinking is a term which does not enjoy a universally-accepted definition. This study attempts to identify the critical thinking competencies essential to success in public accounting, and articulates those competencies to facilitate future research aimed at curricular change to meet the needs of the profession. The findings reveal that the profession uses the term critical thinking to refer to a broad set of competencies which includes both cognitive and non-cognitive attributes, attitudes, and behaviors. These competencies are presented as an operational definition of critical thinking useful to accounting education researchers.     

Alternative instructional strategies for creative and critical thinking in the accounting curriculum

In the midst of numerous accounting reform reports declaring that the memorization of accounting facts will no longer suffice, global economies have increased the pressure on universities to develop higher-order thinking skill curricula. This paper suggests that a consultative model of teaching can meet these challenges. From this framework, learning environments can be reshaped to support both the creative and critical thinking skills demanded by workplaces of the 21st century. In contrast to the passive reception of knowledge of teacher-centered classrooms, this style of teaching promotes active, student-centered learning. Importantly, a myriad of critical and creative thinking techniques, activities, and examples are detailed for developing accounting curricula in accordance with these views. Peripheral issues related to assessing higher-order thinking as well as cooperative grouping also are considered.     

Communication instruction: What is being done to develop the communication skills of accounting students?

A survey was conducted to determine what colleges and universities are doing to improve accounting students' communication skills and how they are doing it. Results indicate that much is already being done to improve the communication skills of accounting students, and that more programs are being planned. The survey revealed that accounting students at most of the responding colleges and universities have access to formal instruction in business communication, and that some communication programs are tailored for accounting majors. In addition to communication programs already in effect at the time of the survey, several schools were planning to add either an accounting communication course or an integrated skills program.     

From Plagiarism‐Plagued to Plagiarism‐Proof: Using Anonymized Case Assignments in Intermediate Accounting

Plagiarism in accounting case assignments is a serious problem that undercuts the important objectives the case assignments are used to achieve: the development of students’ critical thinking skills and the advancement of their written communication skills. This paper examines plagiarism behavior through the lens of fraud theory by targeting two elements of the fraud triangle: rationalization and opportunity. Efforts to target rationalization by changing student perceptions of peer behavior were not effective. This led to a shift in focus to the assignment itself which was providing the opportunity for misconduct. Students were sidestepping authentic engagement in the assignment by gaining access to published solutions or peer submissions from previous semesters. One failsafe design response to this problem is to use only originally written cases. However, writing a large number of original cases each semester is unrealistic within many instructors’ workloads. This article instead proposes the use of a case refreshing strategy that makes cases appear unique to each group of students. When this strategy was introduced in an intermediate accounting course, there was a dramatic decrease in plagiarism and a corresponding improvement of the academic integrity environment in the course.     

Innovation or renovation: effective project design for accounting and MBA students

It has long been recognized that accounting and finance students need multidisciplinary skills and most degree courses reflect this in the curriculum. In addition, the growth of business administration courses, with a high accounting and finance content, and the constant call for relevance and ‘real world’ application, has persuaded many academics that educational progress can be made by employing project-based group work to bring together diverse skills and disciplines. This paper endorses that view, but suggests that careful thought is required to match the aims of the project with the developing skills and experience of the student groups. It explores the role of project clients and student learning and also the level of faculty involvement necessary to fulfil learning objectives. These issues are explored within the context of a project on mergers and acquisitions, which combines strategy, economics, accounting and behavioural considerations and has been employed on full-time MBA courses at one UK university (disguised as ‘Utopia’ in the paper) for more than 20 years. Experience from the project suggests that renovation of old methods is often preferable to major innovations and that the involvement of outside clients needs to be thought through carefully. A semi-live close-bounded version of the project is shown to work better than an open-ended pure consultancy project.     

Developing Accounting Students' Listening Skills: Barriers,Opportunities and an Integrated Stakeholder Approach

Accountants and employers of accounting graduates consider listening to be among the most important communication skills that graduates possess. However, accounting education practices that develop students' listening skills are uncommon. Further, in the case of listening development, the current approach of prescribing that educators do more to rectify students' skill deficiencies overlooks barriers that prevent greater incorporation of listening instruction in the accounting curriculum. An alternative integrated stakeholder approach to develop students' listening skills is proposed. Informed by a broad range of education literature, the approach identifies cross-disciplinary listening development best practice and barriers to the widespread implementation of such practices in the typical accounting programme, before determining and assigning interrelated listening development roles to key stakeholders who will benefit from improved student listening. While student listening development is feasible under the proposed approach, shared contributions by accounting students, the profession and educators are needed to achieve enhanced skills outcomes.     

Beyond a Code of Professional Ethics: A Holistic Model of Ethical Decision-Making for Accountants

Most accountants do not realize—until it is perhaps too late—that virtually all aspects of their work have an ethical dimension. They often lack the knowledge and skills to analyse issues effectively, and when confronted with conflicting ethical problems cannot choose the way to move forward that is consistent with their own values and/or the profession's code of professional conduct. This article proposes that the accounting profession worldwide has simply attempted to prescribe simplistic solutions to often complex ethical problems. It endeavours to provide an alternative approach based on the process of 'ethical knowing' ( Melchin, 1998 ). Such an approach turns the acquisition of understanding away from a focus on the external world of rules, concepts and exemplars, to the interior world of how accountants, as people, arrive at an understanding that is consistently ethical. To achieve this, the article relies on Lonergan's seminal (1957 ) examination of the internal processes of decision-making and the critical roles played by developing skills in data retrieval and insight in the exercise of judgment.