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.     

Oral and written communication apprehension in accounting students: Curriculum impacts and impacts on academic performance

In the context of an accounting curriculum that has been significantly modified over the past decade in response to calls for skills development, this study investigates the impacts of curriculum on students' levels of communication apprehension. An emerging concern in accounting is that attempts made to improve students' communication skills may fail or be less effective for some students because such attempts do not improve, or may even exacerbate, students' anxiety about communicating, which in turn leads to poorer performance. The results from this New Zealand study show that students in their final year of study in which they are exposed to greater communication demands do not, on average, have higher levels of communication apprehension in earlier studies than their peers do. The levels of communication apprehension for final year students decline most markedly for those students starting with higher average levels of apprehension. The results fail to find any strong associations between levels of communication apprehension and students' abilities to advance in their studies or average levels of academic performance. One finding that opens up the possibility for further research, however, is that students' anxiety about communicating in interviews is not reduced.     

Using short stories to teach critical thinking and communication skills to tax students

Researchers and numerous groups stress the importance of incorporating communication skills development into accounting curricula. Although a number of formal and informal techniques are available to instructors to incorporate writing skills into the classroom, many students have both oral and writing communication apprehension (CA). Short stories are a flexible teaching tool to overcome boredom both inside and outside the classroom. This scenario approach combines education and entertainment to make learning easier and interesting. Students can be required to develop short stories where accountants are the key characters and heroes. The better short stories may be placed on the Internet for future students to review. What may be wearisome and unexciting information can become meaningful through mystery, intrigue, humour, and adventure.     

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.     

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.     

The Communication Skills of Accountants: What we Know and the Gaps in our Knowledge

Abstract

This paper critically reviews 19 studies published between 1972 and 2012 that investigated the written and/or oral communication skills of practicing accountants. The core aim of the review was to identify skills considered important and highlight gaps regarding what is known about existing and desired communication skills in the accounting profession. Key findings include that most studies did not detail the basis used to select the skills examined, used very broad skill-set categories and/or did not sufficiently incorporate information already established in the literature. Differing views on the importance of communication skills were found between educators and accountants. Knowledge gaps identified relate to the communication skills considered most important at varying career stages and different career paths, the specific types of oral and written communication skills needed and the role and importance of oral versus written and informal versus formal communication skills. A fundamental concern is that much of the existing communication skills research is crucially out of date. Of the 19 studies reviewed, only three have been published in the past decade. This suggests that further research is needed in the area.     

Communication skills in accounting education: Perceptions of academics,employers and graduate accountants

Communication skills are central to intellectual interaction between the providers and the recipients of information. The importance of accounting starts with the gathering and processing of information and ends with the communication of processed information. This paper examines the communication skills which employers, academics and graduate accountants consider necessary to the newly graduated accountant. It also identifies and considers the differences in perception which occur between these groups and suggests solutions to the communication gap. This study confirms findings from previous research that new graduate accountants experience communication-related problems in early employment. In addition, it provides evidence that the Australian accounting curriculum has contributed to the development of communication skills. However, the paper highlights the need for the reconsideration of an emphasis on communication skills in the accounting curriculum, a role which arises from the very nature of accounting as the processing and communication of information.     

A thematic analysis of oral communication concerns with implications for curriculum design

This study presents a thematic analysis of the oral communication concerns of three different accounting constituencies: undergraduate accounting majors, accounting graduate students, and professional accountants in two large public accounting firms. The analysis was based on 705 total concerns statements obtained from an open-ended questionnaire administered to respondents using the “communication concerns model” as its theoretical underpinning. Based on the identification of themes of oral communication concerns that arise from this analysis, the study makes suggestions for the content and sequencing of oral communication instruction in collegiate or post-collegiate instruction.     

Critical thinking and communication skills: Integration and implementation issues

This article describes issues associated with implementing an integrated approach to critical thinking and communication skills within accounting courses. The article builds on the work of Hirsch and Collins (1988) and discusses the following issues: (a) the collaboration of accounting and English faculty, (b) types of assignments, (c) assignment design, (d) the feedback process, (e) revisions in courses to accommodate a communication skills program, and (f) resources and motivation. The examples offered are from management/cost accounting courses, but our experience suggests that such an integrated approach to teaching critical thinking and both oral and written communication skills works well within most accounting and other business courses. However, individual programs will need to be tailored in order to address the issues defined here in ways that best fit their mission, goals, and resources.     

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.     

An investigation of the emerging trend towards a laptop requirement for accounting majors in the USA

The dramatic technological revolution that has taken place in the last decade makes it imperative for students to emerge from their undergraduate education technologically proficient, comfortable with technology, and ready to pursue their chosen fields. Computers, like pencils and notebooks, have become an integral part of the college experience. In the last five years there has been an emerging national trend to require laptop computers for accounting majors as well as in other disciplines. A laptop computer requirement can be extremely beneficial to accounting majors. While courses in accounting information systems have typically required students to gain hands-on experience using software such as Microsoft Access, Peachtree, QuickBooks, Great Plains and others, incorporation of technology into the other accounting courses has generally been more limited and has varied from programme to programme. The implementation of a laptop requirement necessitates a thorough analysis of the entire accounting curriculum and should result in the incorporation of information technology in all accounting courses. This also requires that faculty become technologically proficient and thus able to incorporate the laptop use into the curriculum so that the value of the laptop computer is realized. This paper: (1) examines the laptop requirement trend for accounting majors and the related aspects/characteristics in a sample of US institutions accredited and not accredited by AACSB International, and (2) provides a case study of the implementation of a laptop requirement for undergraduate accounting majors in an AACSB-accredited institution and feedback based on student evaluations of the requirement over a two-year period.     

The introductory financial accounting course: Its role in the curriculum for accounting majors

This paper reports a study that addressed two related research questions. The first concerns the proper emphasis in teaching introductory financial accounting in terms of the conceptual and procedural aspects of the subject. The second deals with the adequacy of introductory courses in preparing accounting majors for their intermediate and advanced accounting courses. Professors who had recently taught intermediate and/or advanced accounting responded to a questionnaire designed to answer the above questions. A recent study of the curriculum for accounting majors helped provide a framework for part of the questionnaire. The responses provide some evidence favoring a more conceptual emphasis, although it is not conclusive. There is a clear indication that these professors perceive the preparation received by accounting majors to be inadequate. A related finding is that more study of the accounting curriculum is needed, especially in terms of when the various topics should be taught.     

Meeting threshold learning standards through self-management in group oral presentations: observations on accounting postgraduate students

This study explores the development of student self-management skills through an oral presentation task. It is motivated by the challenge to maintain consistent quality in students’ oral skills and to incorporate national accounting curriculum requirements for threshold learning standards into an accounting subject. The study has been conducted in Australia using a sample of postgraduate accounting students, and the task required the students to prepare a group presentation using action learning. The data were collected using in-class observation and a survey. Students indicated that they were more confident and comfortable in preparing and presenting the oral presentations as compared with their previous experiences. This was especially due to students having a second opportunity to improve their presentations allowing a better understanding of the expected standard. The oral presentation task benefitted all students but was especially useful for those who had limited experience speaking in front of a larger audience.     

Vocational skills in the accounting professional profile: the Chartered Institute of Management Accountants (CIMA) employers' opinion

The increasingly dynamic environment in which accountants work has necessitated a reorientation of accounting education. In some countries this issue has raised great interest amongst accounting educators and practitioners. The ongoing debate has already resulted in the publication of several statements and research papers that have raised the question of the relevance of the role of vocational skills in accounting education. Examples of these vocational skills are communication skills, interpersonal skills, and problem-solving skills. This paper reports on the importance that the employers of management accountants gave to a specified set of vocational skills and capabilities and the level of ability of these skills exhibited by students. In order to prioritize future developments an integrated analysis of the two attributes, importance and exhibited level, is enabled by the use of strategic mapping. The results of this study suggest that the employers perceive deficiencies in several capabilities that they have identified as being quite important. These deficiencies exist, in the employers' opinion, both prior to recruitment and on professional qualification. The research also indicates that, in the opinion of these employers, the development of these skills should be a central concern for universities and professional bodies. The employers also indicated that vocational skills should be attained in an integrated way.     

An integrated approach to communication skills in an accounting curriculum

While accounting students think that they do not need written and oral communication skills in order to succeed in the profession, educators and practitioners stress the need for these skills. Not only is there a set of perceived factors of success in the field that includes the quality of communication skills, but also managers in many different industries complain that recent graduates are unable to effectively communicate their ideas in writing. This article presents the results of an integrated approach to this problem along with specific methodologies, cases, and heuristic evaluation of the program. In addition, it is proposed that communication skills are best taught within professional accounting programs in core courses rather than being taught solely either as part of general education or by a special business communication course.     

Comparative evidence about the verbal and analytical aptitude of accounting students

Concern over the declining quality of accounting students has led to widespread changes in accounting education. Yet, surprisingly little evidence exists to indicate that we can draw better students by changing curricula and teaching methodologies. This study adds to the rather small sampling of work on the relative quality of accounting majors. It focuses on the retention and attraction of high quality students with both analytical and verbal skills. The results show that the accounting major attracted and retained top students from the University. Students who chose an accounting major, however, tended to be stronger in analytical than verbal skills and this gap widened with attrition. Analytical skills related more strongly than verbal to performance in the introductory accounting course, although verbal skills became more important in more advanced coursework.     

The dialectic of accounting education: from role identity to ego identity

Within the critical accounting literature interest in accounting education appears to be growing (see, for example, Amernic, 1996; Chua, 1996; Davis & Sherman, (1996); Dillard & Tinker, 1996; Galhofer & Haslam, 1996; Neimark, 1996; Paisey & Paisey, 1996; Reiter, 1996). However, as yet the discussion does not appear to be grounded within the well-established critical education literature. Little critical analysis has been provided of the specific ways in which power may operate through accounting education, or the forms that a more critical education might take; or of the theoretical problematic of the dialectical tension that exists between both possibilities (that is between emancipation and domination). Given the significant and perhaps even primary role that social theorists have ascribed to education in the reproduction of social structures, and the maintenance of forms of subordination, this seems surprising (see, for example, Althusser, 1971). This paper draws on some well-established critical education theory in order firstly to explore the hegemonic operation of power within accounting education and secondly to use these insights as a basis for developing some thoughts on what a more critical accounting education might look like in practice.     

‘Lights,Camera, Action!’ Video Technology and Students' Perceptions of Oral Communication in Accounting Education

Abstract

This paper examines the influence of an authentic assessment item on three dimensions of oral communication in accounting education: skills, self-efficacy, and relevance. An explanatory mixed methods design is used to explore students' perceptions of their development. The results indicate that an elevator pitch assessment has a positive impact on all three dimensions. In particular, the employed video technology fosters greater self-awareness and a more accurate perception of skill levels, and enhances students' self-efficacy. The contextualised learning experience also enables students to better appreciate the relevance of oral communication to their future careers. The paper extends the literature on video technology, self-efficacy, and generic skills development in accounting education, and provides relevant stakeholders with evidence of an authentic activity that can assist with bridging the skills-expectation gap.     

Students’ conceptions of learning in the context of an accounting degree

Students' conceptions of learning (CoL) play an important role in the learning process leading to the development of generic skills. This paper investigates whether CoL of accounting students can be developed by incorporating high-level cognitive skills progressively within the accounting curriculum. First, the study explored, using phenomenography, the variation in accounting students' CoL. The findings highlighted some nuances in accountings students' CoL and that lower-order CoL were prevalent among accounting students. However, more (less) third-year students than second-year students adopted higher- (lower-) order CoL. Upon examining the learning objectives, teaching methods and assessment of all units comprising the accounting major of the host university, evidence was found that CoL are progressively developed and shaped, albeit in a limited way, based on the levels of cognitive domain emphasised within the curriculum. The findings highlight the need for accounting educators to take a whole of the programme approach to developing higher-order CoL.     

Communication concerns across different accounting constituencies

The literature in accounting education has consistently called for more courses emphasizing instruction in oral communication for accounting students. This paper reports on an exploratory investigation of the communication concerns of three distinct constituencies in accounting: undergraduate students majoring in accounting, graduate students pursuing advanced degrees in accounting, and practicing professional accountants from the midwestern offices of two international public accounting firms. The communication concerns model suggests that the locus of communicators' anxieties or frustrations about communication centers on self-, task-, or impact-related issues, and that these concerns may define areas in which communication instruction is required for individuals to achieve appropriate levels of competency. The results of this study provide support for the predictions of the concerns model and point to its efficacy as a tool for curriculum design.