Why are first‐year accounting studies inclusive?

This study is motivated by the increasing diversity among first‐year accounting students and the increasing number of first‐year accounting students whose majors are not in accounting related areas in UK universities. The main contribution of this study is that it uses student data over four consecutive academic years from a first‐year accounting course at a UK university to provide empirical evidence in support of the theoretical framework proposed by Rankin et al. (2003). Our results show the effects of metacognitive knowledge and content knowledge on academic performance as well as highlighting the inclusiveness of the first‐year accounting course. For instance, regardless of the choices of secondary subjects, students who have good prior academic achievement are the best performers on the first‐year accounting course. The influence of content knowledge on academic performance is strongly felt when the assessments of the course changed from a 100 per cent final exam to a combination of mid‐term coursework and a final exam. The results suggest that well‐designed mid‐term coursework is academically beneficial to accounting students, especially non‐native English‐speaking students.     

Introducing a Learning Portfolio in an Undergraduate Financial Accounting Course

This paper evaluates changes made to the internal assessment component of a third year financial accounting course at a university in New Zealand. A learning portfolio was designed to supplement existing coursework. The aim was to engender in students a deep rather than a surface approach to learning. As a record of the students' learning, the learning portfolio was an attempt to produce an innovative development in the assessment of what was a traditionally taught financial accounting course. Within their learning portfolios, students were required to complete a number of tasks, each aimed at improving critical thinking skills and creativity. Students were also required to maintain a personal or reflective section aimed at personalising and deepening the quality of their learning.     

TEACHING RESOURCE Using MONOPOLY TM and Teams-GamesTournaments in accounting education: a cooperative learning teaching resource

A three-week financial accounting simulation was conducted using university accounting majors (n=36) in one section of a junior-level financial reporting issues course. The curriculum involved using the board game Monopoly as a teaching resource in cooperative learning teams. Findings indicate students' attitudes toward financial accounting and learning, mutual concern for fellow students and perceived achievement were very positive upon completion of this cooperative learning exercise. Additionally, gender and student ability were found to impact the level of some measures of student attitudes and perceived achievement.     

Surviving an executive MBA 'riot'

UK higher education institutes (HEIs) have widened participation of students from non-traditional backgrounds. These include students who are aged over 21, students in paid employment, and those with non-traditional qualifications, perhaps from other countries or access courses. This has led to a need to explore factors that might impact upon the learning of such students. A greater understanding of such factors might better enable HEIs to provide all students with opportunities to study accounting. The participants in this study are first year students studying accounting at a post-1992 UK university, which has a high proportion of students from non-traditional backgrounds. A series of interviews with such students and the lecturers who teach them explores what engages and what detaches them from learning when studying accounting. The study suggests factors, such as employment and other commitments away from university and the student's relationship with the university, which might impact on how students engage in learning. The Note discusses the findings with reference to Lucas's (2003, A National Teaching Fellowship Project: Introductory accounting: Achieving relevance interest and understanding, available at: http://www.uwe.ac.uk/bbs/research/research/ntfs/Jan03.pdf accessed 21 August 2004) call for research in the area to be more qualitative and Reay et al's. (2001) Sociological Research Online, 5(4), consideration of Bourdieu's concept of institutional habitus and its influence on HEIs.     

Concept Mapping in a Financial Accounting Theory Course

ABSTRACT

This paper assesses the usefulness of concept mapping (an educational learning, assessment, and curriculum development technique developed by Novak, widely used in the natural sciences) within an accounting education context. It shows how an accounting-based concept map can be constructed by students and educators to provide a visual, conceptually transparent graphical representation of an individual's understanding of a particular knowledge domain. The method is firmly routed in Ausubel's theory of meaningful learning and its emphasis upon the hierarchical structure of concepts is particularly relevant to accounting. While concept mapping has been used extensively in many (particularly science) disciplines, it has received relatively little attention within accounting education. The paper's contribution is to extend its application within an accounting education context by focusing upon how concept mapping can enhance students' learning by evaluating student-prepared concept maps, showing how concept mapping can be used at different levels within a course (i.e. curriculum, topic and activity) and reporting feedback of its use with two cohorts of students, within a financial accounting theory component. The use of educator-prepared concept maps, with concepts omitted, proved popular as tutorial quiz exercises and increased the quantity and quality of participation. However, students were less willing to construct their own concept maps and engage in meaningful learning. While most students were able to build upon aspects of their prior knowledge, stronger students used a greater range of concepts, a richer set of linkages and more examples than weaker students did. Concept maps were useful in diagnosing students' and instructors' misconceptions. Many students found concept mapping relatively easy to use, provided a better understanding of complex issues, liked the visual representation and holistic view, and so supported their learning. However, educators need to become proficient in constructing maps and using appropriate software, not make the maps too complex, provide students with some initial training in the technique and consider the fit between using the techniques as a learning tool and as an assessment tool. While no significant differences were found in the usefulness of the method for students of different ages and gender, Asian students generally found the method to be more useful than did UK students.     

A longitudinal study of undergraduate accounting students' learning style preferences at two UK universities

A learning style indicates a person's preferred way of learning. Students do not learn in the same way and a number of different learning style preferences exist which can change according to experience, i.e. a student's learning style preference may change over time. For accounting students this experience varies according to the institution attended and the programme of study. This paper presents the results of a study of 410 students enrolled on an undergraduate accounting programme in 1998/1999 at two UK universities where students underwent different experiences. Their learning style preferences are analysed against background variables of gender, nationality and institution attended. Also the changes in learning style preferences of students enrolled on the first year in 1998/1999 and who completed their final year in 2000/2001 are analysed. The study shows that differences in learning style preferences exist and that learning style preferences change over time. The paper discusses the implications of these changes and calls for further work in the area.     

Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting

This study analyses learning approaches, course perceptions and learning outcomes of a group of second year accounting students at an Australian university using qualitative data analysis techniques. The research method involves the development of a series of matrices linking types of motives and strategies used by students in their study, together with their perceptions of the learning context associated with learning outcomes. The study focuses on assessing the links between learning approaches and a qualitative assessment of students' conceptual understanding of aspects of financial accounting studied at the undergraduate level. The results confirm how individual differences in the perceptions of the learning context relate to study motives and strategies. The findings show how different forms of memorisation relate to study strategies and how the completion of accounting tasks link to students' perceptions of course requirements. There was also some evidence that, in terms of learning outcomes, students with sophisticated levels of understanding of concepts, tended to have consistent deep and achieving approaches to learning. This result was compared with students' academic performance as a measure of learning outcome. Discrepancies between these two measures of learning outcome are highlighted in the conclusions. The findings strengthen the case for further investigation of the use of measures other than academic performance in examining relationships between learning approaches and learning outcomes.     

Analysis of the learning context, perceptions of the learning environment and approaches to learning accounting: a longitudinal study

This study investigates student approaches to learning over the 3 years of an undergraduate degree course in accounting. The objective of the study was, first, to identify changes in learning approaches over the course duration. Second, the study examined whether any changes in learning approaches were consistent with changes in the context of learning as well as students' perceptions of the teaching/learning environment. The results show that students made greater use of sophisticated learning approaches over time linked to their more favourable perceptions of the teaching/learning environment as they progressed in their course. However, there were no significant changes in learning approach attributable to the learning context. Implications for accounting educators drawn from the findings are discussed.     

Gender differences in accounting education: an undergraduate exploration

There is increasing evidence that females are outperforming males in secondary education across a range of subjects. The data in higher education, however, is not so clear-cut. Several studies have been undertaken examining the impact of gender on undergraduate accounting performance, ranging from early year performance to that of later years, with conflicting results. Some of the literature suggests that gender differences are dependent on the type of assessment utilized, reporting that females tend to perform better than males in coursework assessments with the position being reversed for examinations. This paper examines gender differences across several performance measures both prior to and post entry into an Accounting and Finance degree. Data was collected from the population of honours graduates of 1998, 1999 and 2000 (n?=?132) on a thick sandwich Accounting and Finance degree at the Robert Gordon University in Scotland. All the data was extracted from student files to develop a multitude of independent performance related variables, categorized into: point of university entry data, early university performance data and final honours year performance data (examined on an individual module basis and also a global coursework and examination performance basis). Statistical differences were examined using a two independent sample technique, whereby the population was categorized by gender into male and female, with either a t-test or Mann–Whitney test being utilized dependent on the distribution of the independent variable. Only two gender differences were found: females outperformed their male counterparts in the first year accounting module and also in the auditing module, which was undertaken via distance learning during the third year of the programme. No gender differences were found in any of the final year modules, and this was also evident in the coursework and examination performance analysis. Single sex focus groups were set up to explore why gender differences were apparent in the auditing module.     

Perceptions of the Usefulness of Virtual Learning Environments in Accounting Education: A Comparative Evaluation of Undergraduate Accounting Students in Spain and England

As the power of the virtual world continues to manifest itself in people's quality of life and capabilities (including learning), this paper aims to assess accounting students' perceptions of the usefulness of Virtual Learning Environments (VLE) to their learning experiences. It also considers the factors that may influence students' preferences for the VLE compared to face-to-face learning. The study administered a structured questionnaire to final-year undergraduate accounting students in two universities, one in Spain and the other in England, and applied t-test, correlation and factor analyses. Although the results show that students from both countries find VLE tools and techniques useful for their learning, within the frame of the contingency theory of education, the study found that students’ perceptions of the usefulness of VLEs are strongly dependent upon their country of study, due to the significant differences between Spanish and English students in five of the seven VLE contextual factors.     

Extending the classroom boundaries – an evaluation of an asynchronous discussion board

Accounting educators are being challenged to revitalize the accounting curriculum and to expand methods of delivery, especially through the application of technology. Web-enhanced course delivery offers an opportunity to expand delivery techniques. This paper evaluates an asynchronous discussion board group exercise in an intermediate accounting course. Analysis of students' perceptions of the exercise indicated that they considered it had contributed to their learning. The discussion board gave them time to analyse other students' responses and to prepare their own contributions. The results show the discussion board made it easier for non-English background students and students over 30 years of age to express an opinion, and made them feel they had to contribute to the discussion. Students raised issues about the quality of the contributions, the lack of feedback from the lecturer on discussion topics, the time taken to complete the exercise and the amount of work involved for the assessment weighting.     

STUDENT ATTITUDES TOWARD ALTERNATIVE INSTRUCTIONAL APPROACHES IN INTRODUCTORY ACCOUNTING

This paper reports the results of a survey of student attitudes towards a first year accounting program at the tertiary level. The program incorporates innovatory features including syllabi defined in terms of behavioural objectives, content broken into modules, a range of learning resources for each module and flexible assessment at the student's option. Analysis of responses from two groups of students is presented, those studying in the program and those who had completed the program the previous year. Strong support for the program is apparent from the response analysis. Conclusions indicate that students generally view the program as providing a sound foundation for later accounting studies. In addition, many students consider the program's features would be beneficial in other subject areas.     

Custom fabric ventures: An instructional resource in job costing for the introductory managerial accounting course

Job costing is a core foundational concept in the introductory managerial accounting course. The purpose of this instructional resource (IR) is to provide a thorough hands-on, active learning resource that will allow introductory students to experience a full set of accounting and management activities necessary to produce a job and assign production costs to it. For example, the IR requires students to analyze overhead costs, determine the optimal job size, schedule production, calculate the amount of materials to purchase, complete material requisitions, update raw materials records, analyze labor time records, complete a job cost record and address critical thinking questions. The IR was developed for use in a “flipped classroom” in which students work under the guidance of the instructor, but could alternatively be assigned as an unsupervised out-of-class assignment or on-line project. Since the IR was specifically developed as a learning tool for novice introductory managerial accounting students, adequate guidance is provided throughout the activity. However, to add realism and challenge students to think beyond the confines of simple mechanics, management and accounting issues are seeded throughout. Student feedback indicates that the IR not only helps students learn how a job costing system operates, but also helps students become aware of management decisions and accounting issues that impact the costs assigned to a job.     

Gender differences in the first course in accounting: An achievement goal approach

We examine whether gendered patterns can be observed in first-year students' achievement goals in an introductory accounting course; a question largely overlooked by prior literature. This investigation is motivated by perceptions of accounting as a masculine field involving gender role stereotypes and business schools as competitive and performance-oriented environments. Our findings suggest that male students tend to adopt performance-approach goal, implying that they are more competitive than female students, and that their performance is thus driven by a desire to outperform others. Our findings further suggest that male students' expectations of learning accounting are higher than those of female students. The expectations explain the gender differences in the performance-approach goal. Finally, we find that this performance-approach goal mediates gender differences in course performance depending on the mode of assessment; male students received higher grades for exams but not for teamwork. Overall, our study highlights the importance of considering contextual aspects related to competitiveness, masculinity, and the mode of assessment on an accounting course when addressing students’ achievement goals and expectations of learning accounting. We thus contribute to the understanding of how learning environment, accounting pedagogy, and the broader field of professional accounting intersects with individual student attributes, creating differential learning outcomes.     

Software section

Abstract

In this study, first year commerce students in Australia were surveyed about their perceptions of their accounting studies and their perceptions of the attributes required of professional accountants. The paper specifically addresses the factors important in determining whether first year students intend to become accountants. The study uses a logistic regression model incorporating demographic and academic factors, as well as students' perceptions of the work of accountants, to predict intention to become an accountant. The results show that the perception of importance of generic skills, intrinsic interest in the discipline area, and course satisfaction were significant in determining intention to pursue a career as an accountant. As many students formed their judgments about the work of accountants from their accounting studies, the findings have implications for accounting educators in terms of the enthusiasm and motivation required in teaching accounting, as well as curriculum development that reflects the skill set required for an increasingly sophisticated business environment.     

Continuing Professional Development – The IFAC Position1

Within the context of accounting education, this paper explores the impact of computer-aided learning (CAL) on students' learning experience, on teaching costs and on staff time available for research activity. The findings of two experiments are reported. The findings of the first experiment suggest that there was no significant adverse effect on the examination perfofmance of those students who opted to use CAL rather than attend lectures on management accounting. However, questionnaire responses from the students who opted to use CAL suggest that CAL had an adverse effect on their interest in accounting. The findings of the second experiment suggest use of CAL in a supplementary role did not improve student's examination performance in a course on financial reporting. The analysis in the paper suggests that CAL, when used in a supplantive role, has the potential, in certain circumstances, to reduce costs and to increase the staff time available for research activity. The paper concludes that if academic managers can be reasonbly confident that students' examination performance will not be affected adversely by the use of supplantive CAL they may consider its introduction in order to capture the benefits of reduced costs and the additional staff time available for research activity. However, in making such a decision, academic managers should bear in mind that saupplanbtive CAL can have an adverse effect on stuedents' interest in accounting.     

What actions can be taken to increase whistle-blowing in the classroom?

This study surveyed undergraduate business students on various issues concerning the potential of students whistle-blowing when they observe other students cheating. Developing the courage of one's conviction in our accounting students is important to accounting educators as we are also emphasizing traits such as integrity, skepticism, and professionalism to our accounting students. As the data were gathered in the first introductory-accounting course, students’ cheating and whistle-blowing attitudes were already established. We found that, while students who had cheated in the past were more likely to suggest incentives and cash rewards, students who had never cheated were more concerned with increased confidentiality. Consequently, the need for assuring strict confidentiality is as important to our accounting students as it was to our former accounting clients in developing the trust necessary for the disclosure of sensitive information.     

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.