The Importance of Understanding Student Learning Styles in Accounting Degree Programs

Improvements in the tertiary education of accounting students benefit the profession. Analysis of the interaction of learning styles and teaching methodologies in accounting degree programs revealed that when learning styles matched teaching methods used, usefulness was assessed as high. When they differed, usefulness deteriorated. To maximise educational benefit this interaction should be considered, but this has resource implications. Accounting education is critical and any improvements in the tertiary education of accounting students should result in better prepared graduates entering the profession. This study evaluates accounting students’ learning styles and the interaction of learning styles and teaching methodologies in degree programs. Nine classes of accounting students (648 students) spread across four years and two degree programs were evaluated. Students self‐evaluated their learning styles, pre‐instruction. They were then subject to two separate teaching techniques (one active and one passive) in each course. Learning styles were then re‐assessed and teaching techniques evaluated. Accounting students displayed a preference for passive learning, even those far advanced in their degrees. Furthermore, when learning styles matched teaching methods used, usefulness was assessed as high but when learning styles and teaching methods differed, usefulness deteriorated. Overall, active learners rather than passive learners deemed the teaching methods to be more effective. The implications are significant. To maximise educational benefit for the accounting profession, student learning styles should be assessed before designing appropriate teaching methodologies. This has resource implications, which would have to be considered.     

A commentary on Professor Chambers' 1999 paper the poverty of accounting discourse

Ethics is concerned with individual character; it relates to morals and the treating of moral questions. Teaching ethics involves the study and evaluation of the moral consequences of reflective choices of actions among alternatives that are not clear, or that are in conflict with one another. Although it can be debated whether we should teach ethics, the question arises as to wheather accounting educators should take up the challenge and sensitize their students to the ethical issues they will face throughout their professional careers. As an integral part of the first undergraduate programme in accountancy in Hong Kong, the Hong Kong Polytechnic developed a compulsory full-year subject, ethics in accountancy, for its final-year accountancy students. The Bachelor of Arts (Honours) in Accountancy course, which was implemented in 1988, was accredited to replace the traditional professional diplomas under the UK model. In 1990 the subject ethics in accountancy was first taught to about 230 final-year students in Hong Kong. This paper reviews the process of developing the subject from its initial from to its present structure. Based on practical experience, the paper addresses the issue ‘Can ethics be taught?’ and the questions of why, what and how.     

Editorial: Special issue on tax education

In accounting education, most Student Approaches to Learning (SAL) research has investigated the relationship between students' performance and their approaches to learning. Relatively limited research has been conducted on how assessment practices influence the quality of students' learning from the students' perspective. This paper seeks to address this gap in the accounting education literature. The research is centred on a large Australian undergraduate accounting degree delivered in Australia, Singapore and Hong Kong. Focus group interviews were conducted with students across the three locations. The research results reveal that: (1) it is the English competency of students that has the most important impact on students' completion of set assessment tasks and thus their approach to learning; (2) it is the way in which assessment is designed and written and the way lecturers convey their expectations about how assessment will be undertaken that is crucial to how students from various countries perform in that assessment; and (3) students' approaches to assessment and their preferred assessment tasks are not homogeneously based on cultural background.     

Problem-solving styles of accounting students: Are expectations of innovation reasonable?

In response to input from the profession, accounting programs are attempting to increase the innovative problem-solving skills of their students. However, they have done so without data on what the problem-solving styles of their students are, and without an understanding of the capacity for innovation by different problem-solving styles. This study compares the problem-solving styles of accounting students with other business majors and business minors. Results indicate that accounting students are predominantly adaptive in problem-solving style. Statistical analysis shows a significant difference in the problem-solving style of accounting students and other business majors, with other business majors more likely to be innovative. Implications of these findings for changes in the accounting curriculum and for the profession are discussed.     

Do zero-cost portfolios have the ability to predict economic growth? Evidence from Hong Kong, South Korea and Taiwan

In this paper we investigate the relationship between growth in future Gross Domestic Product (GDP) and Industrial Production (IDP) and the performance of SMB (small stocks minus big stocks) and HML (High book-to-market stocks minus low book-to-market stocks) portfolios for equities listed in Hong Kong, South Korea and Taiwan.We find evidence to suggest that: (a) the excess market return is positively related to future GDP or IDP growth in South Korea and Taiwan; (b) contrary to most European markets, Australia, Japan and the US, future economic growth is in general significantly negatively related to SMB in Hong Kong and South Korea; and, (c) a negative relationship between future economic growth and HML for Hong Kong. Our results cast doubt if SMB and HML portfolios are positive risk factors in the Fama and French (Fama, E. F., and French, K. R. (1993). Common risk factors in the returns on stocks and bonds. Journal of Financial Economics, 33, 3-56) three-factor asset pricing model for Hong Kong, South Korea and Taiwan.     

Desired attributes of public accounting firms in the job selection process: an empirical examination of accounting graduates' perceptions

The purpose of this study is to identify attributes of public accounting firms that accounting graduates find most desirable in their job selection decisions, and the impacts of individual differences on these perceptions. Factor analysis performed on the responses of 167 final-year accounting students in Hong Kong to a 30-item questionnaire identified seven factors. The results indicate that accounting graduates considered help in finishing their professional accounting examinations and good staff relationships as the most important criteria in their choice of employers. In addition, female accounting graduates were more concerned about the possibility of being required to travel or be transferred, but were less concerned about the reputation and profile (such as the client base and the size) of the firms than their male counterparts. Accounting graduates with a higher grade point average (GPA) were less concerned about the working environment, but more concerned about a firms' reputation and profile than those with a lower GPA. The implications of these results are discussed.     

A comparison of Norwegian and United States accounting students' learning style preferences

Individual differences among humans are apparent in many environments and situations. Educators should be concerned about whether such differences are systematic to such an extent that they significantly affect the effectiveness of various pedagogical methods and training approaches. This paper investigates one type of individual difference-learning style-which may vary across cultures and which may be relevant for both accounting education and audit practice. Learning style is defined as an individual orientation to learning, utilizing four basic modes of learning to various degrees.

Learning style measures were obtained from Norwegian and United States accounting students with varying experience levels. The learning styles for the US students were compared to data obtained in prior research and were found to be generally consistent with these studies. The Norwegian sample was compared to both the current United States results and prior research and was found to be significantly different from the US learning style preferences. Implications of these differences for both education and practice are explored.     

The impact of unstructured case studies on surface learners: a study of second-year accounting students

The empirical study described here uses the R-SPQ-2F questionnaire [Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133–149] to test deep and surface approaches to learning in a university intermediate-level accounting class that uses business cases in group presentations. Statistical testing of results for learning style before and after group presentations indicates an increase in surface learning over time, with no detectable change in deep learning style. The type of business case used has no effect, in this setting. Course grades, however, are significantly less for students who did not participate in the group presentation activity at all. The results support the claim that students focus on what is required; they may adopt a strategic approach to learning. In a similar way, accounting academics and workload models may be reacting to incentives that discourage reflective and formative feedback. If deeper approaches to learning are desirable, assessments need to reward this behaviour.     

Accounting ethics education: Integrating reflective learning and virtue ethics

This paper explains the use of reflective learning techniques to create and deliver a new ethics course. Students apply virtue-based reasoning with reflective thinking to resolve conflicts faced by accounting professionals. Teaching techniques include class discussion, minute papers, reflection journals, role playing, and case analysis. Students express their thoughts orally and in written form, interact with other students, receive feedback during and after assignments, and demonstrate what they have learned. Reflective learning helps to transform existing ideas and understandings to come to a new understanding of a situation. As a tool for ethics education in accounting, reflective learning provides the link that may enhance ethical understanding and enable students to apply virtue and reflective thinking to a variety of situations discussed in accounting courses. For students, reflective learning slows down classroom activity giving them more time to process the material, linking it to prior ideas. Instructors benefit from frequent student feedback and greater involvement in the learning process.     

Experiential Learning – A Case Study of the Use of Computerised Stock Market Trading Simulation in Finance Education

Abstract

Finance is a popular programme of study in UK higher education despite it being a challenging subject that requires students to understand and apply complex and abstract mathematical models and academic theories. Educational simulation is an active learning method found to be useful in enhancing students’ learning experience, but there has been limited pedagogic research attention on its use in finance education within the UK. This paper, utilising an on-line survey, provides a snapshot of the current usage of finance-related simulations across the 97 UK universities offering finance programmes. The paper also reports the findings of a case study that offers insights into the effectiveness of introducing computerised simulation into a postgraduate finance course from both a student and tutor perspective. It highlights an enhancing learning experience for students through concrete experience and reflective observation, increasing their understanding of difficult and complex finance concepts.     

Academic Performance in Introductory Accounting: Do Learning Styles Matter?

Abstract

This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results indicate that students' learning styles, after controlling for other variables, are associated with academic performance, particularly, in the final examination including both formats, multiple-choice questions and CRQs. Students who exhibit the ‘assimilating’ learning style appear to perform better in some of the assessments than students with ‘diverging’ or ‘accommodating’ learning styles. The findings have implications for designing assessments to ensure that they are not biased towards particular learning styles which would improve their validity and fairness.     

Accounting research in the Asia–Pacific region: an update

We provide an updated study of accounting research in the Asia–Pacific region using the publication records of six premier accounting journals (top-6) from 1991 to 2010, and augment the findings with the broader range of publications from an additional twenty accounting journals during the same period. Overall, the higher education institutions (HEIs) in the region produced 7.7 and 11.1 % of the total weighted number of articles (wt-articles) in the top-6 and 20 accounting journals. Interestingly, HEIs in the region exhibit a trend toward an increase in the yearly wt-articles and relative percentage of the total. The general performance of the accounting programs in the region is persistent during 1991–2010. The Asia–Pacific accounting programs are particularly successful in placing publications in journals such as Review of Quantitative Finance and Accounting. The accounting research productivity, however, is dominated by select institutions in Australia, Hong Kong, New Zealand, and Singapore. Several institutions in these four countries/areas maintain a consistently high ranking. In terms of top-6 accounting journal publications, the top five institutions are the University of New South Wales, Nanyang Technological University, the University of Melbourne, Hong Kong Polytechnic University, and Hong Kong University of Science and Technology. The percentage share of the research output among the top five institutions is high, suggesting that a high hurdle is set for up-and-coming institutions to move up the rankings.     

Reviews

This study investigated the interaction between proficiency in both mathematics and English on students' performance in the first-year level financial accounting course, The data were gathered on the results of first-year accounting major students at the recently established Hong Kong University of Science and Technology and analysed using regression analysis. The findings showed that a higher degree of proficiency in mathematics was associated with a higher level of performance in the financial accounting course for students who were more competent in English.     

Dynamic Linkages Between the Greater China Economic Area Stock Markets—Mainland China,Hong Kong,and Taiwan

This research examines the linkages among three Greater China Economic Area (GCEA) stock markets, including Mainland China, Hong Kong, and Taiwan, and two developed markets, Japan and the United States. We find that: (1) a random walk model is outpredicted by an autoregressive GARCH model and an ARIMA model in all three GCEA markets; (2) the three GCEA markets are not cointegrated with either U.S. or Japan but there exists weak nonlinear relationships between these markets; and (3) result from the innovation accounting analysis reveals that the U.S. market has larger influence on the GCEA markets than the Japanese market. Additionally, Hong Kong is the most influential among the three GCEA markets.JEL Classification: G10, G14, G15Opinions and results presented in this paper are those of the authors and are not intended to represent the views, policies, or interests of Fannie Mae. This paper is not the result of Fannie Mae related research and does not use or cite Fannie Mae data sources.     

An expanded model of taxpayer compliance: empirical evidence from the United States and Hong Kong

There are a number of differences in the tax system structures of the U.S. and Hong Kong. In addition, the literature suggests there are significant differences between U.S. and Hong Kong (Chinese) cultures. This study explores whether taxpayer compliance is influenced by these differences.Fischer et al.’s (1992) expanded model of taxpayer compliance is used as the underlying theoretical framework. The model is empirically tested using a structural equations approach with a convenience sample of Hong Kong and U.S. taxpayers. Results indicate education has a direct, negative effect on compliance in both groups. This effect is moderated by an indirect, positive link between education, moral development, and compliance. The significant differences noted are that U.S. (Hong Kong) taxpayers used higher (lower) stages of moral reasoning, had more (less) favorable attitudes toward the tax system, and were more (less) compliant. These results suggest that efforts to increase taxpayer compliance need to be tailored to the structure of the tax system and the predominant culture of the taxpayers.     

Global ranking of accounting programmes and the elite effect in accounting research

We provide a global ranking of accounting research and examine the elite degree and elite affiliation effect. Based on 24 accounting journals during the period 1991–2005, the top 5 most productive countries in accounting research are in the following order: the USA, the UK, Australia, Canada and Hong Kong. We find a significant elite degree effect, indicating that authors who graduated from elite accounting programmes have a disproportionate share of publications in top‐notch journals. The same conclusion is also supported by the elite affiliation effect in which leading accounting journals have higher concentration of authors who are affiliated with elite institutions.     

Ranking Research Productivity in Accounting for Asia-Pacific Universities

Using a set of 18 accounting journals and a sub-set of top five journals from 1991 to 2002, we rank the research productivity in accounting for a total of 119 Asia-Pacific universities. For the whole sampling period, the top five universities are the University of New South Wales, Hong Kong University of Science and Technology, Nanyang Technological University, the University of Sydney, and City University of Hong Kong. A number of prominent universities with long school history are not ranked in the top 20. During the second half of the sampling period, Hong Kong and Singaporean universities have shown the most improvement while some Australian universities have exhibited decline in research output. Also, Hong Kong University of Science and Technology replaces University of New South Wales as the first-ranked university in the period of 1997–2002. When compared with other North American universities, the accounting productivity of the top 20 Asia-Pacific institutions is comparable with that of leading universities in North America. The comparison is even more favorable to the Asia-Pacific universities during the period of 1997–2002.     

Accounting education: A learning-styles study of professional-technical and future adaptation issues

In the fall of 1984 Baldwin and Reckers reported the results of an exploratory study of the learning styles of business students based on Kolb's Experiential Learning Model and its related empirical methodology.This study applies the same methodology to investigate the learning styles of accounting practitioners in addition to business students. The results are used to evaluate the potential merits of Kolb's approach for accounting education research and to consider the possible impact on learners of two orientations to accounting education evident in the literature.     

Do birds of the same feather flock together?: The case of the Chinese states equity markets

We examine the equity market price interdependence between China, Hong Kong, Singapore, and Taiwan based on the [Journal of Econometrics 66 (1995) 225] causality test which we bootstrap with leveraged adjustments. A new information criterion is used to choose the optimal lag order. We cover the period January 1, 1993–September 10, 2001 taking into account the Asian financial crisis in 1997. We find that before the Asian crisis, the only interaction among the Chinese markets was between Singapore and the markets of Taiwan and Hong Kong with the causality running from the former to the latter. However, after the Asian crisis, the Chinese equity markets became more interdependent among themselves although Hong Kong remained non-influential.     

Abnormal Stock Returns Following Large One-day Advances and Declines: Evidence from Asia-Pacific Markets

This paper documents significant 5-day, 10-day and 20-day cumulativeabnormal returns following large one-day advances/declines in some Asianemerging stock markets, such as Hong Kong, Taiwan, Singapore, Thailand,Australia and Philippines. Stock prices tend to rise after large one-dayadvances and fall after large one-day declines. These findings areinconsistent with DeBondt and Thaler's (1985 and 1987) overreactionhypothesis. However, they are consistent with Cox and Peterson's (194)find that prices of longer term (5 to 20 days) tend to decline followinglarge price declines.