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Showing items 1 - 4 of 4

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  • 1501 Accounting, Auditing and Accountability
  • 1302 Curriculum and Pedagogy
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3No 1Yes
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2Abhayawansa, Subhash 2Pillay, Soma 1Bowden, Mark 1Carnegie, Garry 1Halabi, Abdel 1Tempone, Irene 1West, Brian
Subject
1Accountability 1Accounting degrees 1CPA Australia 1Continuing professional development (CPD) 1Entry Pathway 1Financial Accounting 1Generic skills 1Global Financial Crisis (GFC) 1Higher education 1Institutes of Technical and Further Education (TAFE) 1Learning context 1Phenomenography 1Rural accountants 1Students' approaches to learning (SAL) 1Students' conceptions of learning 1Study process questionnaire (SPQ)
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Full Text
3No 1Yes
Creator
2Abhayawansa, Subhash 2Pillay, Soma 1Bowden, Mark 1Carnegie, Garry 1Halabi, Abdel 1Tempone, Irene 1West, Brian
Subject
1Accountability 1Accounting degrees 1CPA Australia 1Continuing professional development (CPD) 1Entry Pathway 1Financial Accounting 1Generic skills 1Global Financial Crisis (GFC) 1Higher education 1Institutes of Technical and Further Education (TAFE) 1Learning context 1Phenomenography 1Rural accountants 1Students' approaches to learning (SAL) 1Students' conceptions of learning 1Study process questionnaire (SPQ)
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Students’ conceptions of learning in the context of an accounting degree

- Abhayawansa, Subhash, Bowden, Mark, Pillay, Soma

  • Authors: Abhayawansa, Subhash , Bowden, Mark , Pillay, Soma
  • Date: 2017
  • Type: Text , Journal article
  • Relation: Accounting Education Vol. 26, no. 3 (2017), p. 213-241
  • Full Text: false
  • Reviewed:
  • Description: 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. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

A Commentary on 'Contextualising the Intermediate Financial Accounting Courses in the Global Financial Crisis'

- Carnegie, Garry, West, Brian

  • Authors: Carnegie, Garry , West, Brian
  • Date: 2011
  • Type: Text , Journal article
  • Relation: Accounting Education Vol. 20, no. 5 (2011), p. 499-503
  • Full Text: false
  • Reviewed:
  • Description: Accounting is a practical discipline, existing to satisfy particular human needs which are usually depicted in terms of decision-making processes and accountability evaluations. Proposals for how accounting education may be infused with learning from the ‘realworld’ contexts in which it operates are always welcome. However, as the recent global financial crisis (GFC) and other phenomenal episodes have repeatedly revealed, accounting practice is itself neither perfect nor uncontroversial. Examining the ‘real world’ contexts of accounting offers not just the prospect of learning more about what accounting is and how it is currently practised, but also the limitations and deficiencies of that practice.
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Australian Rural Accountants views on how locally provided CPD compares with City-based provision

- Halabi, Abdel


  • Authors: Halabi, Abdel
  • Date: 2015
  • Type: Text , Journal article
  • Relation: Accounting Education Vol. 24, no. 6. Special Issue: RMIT Accounting Educators' Conference 2014 (2015), p. 539-554
  • Full Text:
  • Reviewed:
  • Description: This paper analyses Australian rural accountant's attitudes and levels of satisfaction with continuing professional development (CPD), based on whether the CPD was delivered by a professional accounting body in a rural or metropolitan area. The paper responds to prior research that finds rural accountants are dissatisfied with professional accounting bodies [Rural and regional Australian public accounting firm services: Service provision, concerns and tensions. Australian Accounting Review, 23(23), 163–176]. Findings of a survey to which 156 rural accountants responded were that when CPD is delivered into the rural areas, there are greater levels of CPD satisfaction. The study also found that cost was significantly better for rural-delivered CPD and that when more rural-based CPD was attended differences became more significant across a number of satisfaction measures. The findings have important implications for both rural accountants and professional accounting bodies. © 2015 Taylor & Francis.

Australian Rural Accountants views on how locally provided CPD compares with City-based provision

  • Authors: Halabi, Abdel
  • Date: 2015
  • Type: Text , Journal article
  • Relation: Accounting Education Vol. 24, no. 6. Special Issue: RMIT Accounting Educators' Conference 2014 (2015), p. 539-554
  • Full Text:
  • Reviewed:
  • Description: This paper analyses Australian rural accountant's attitudes and levels of satisfaction with continuing professional development (CPD), based on whether the CPD was delivered by a professional accounting body in a rural or metropolitan area. The paper responds to prior research that finds rural accountants are dissatisfied with professional accounting bodies [Rural and regional Australian public accounting firm services: Service provision, concerns and tensions. Australian Accounting Review, 23(23), 163–176]. Findings of a survey to which 156 rural accountants responded were that when CPD is delivered into the rural areas, there are greater levels of CPD satisfaction. The study also found that cost was significantly better for rural-delivered CPD and that when more rural-based CPD was attended differences became more significant across a number of satisfaction measures. The findings have important implications for both rural accountants and professional accounting bodies. © 2015 Taylor & Francis.

Impact of entry mode on students' approaches to learning: a study of accounting students

- Abhayawansa, Subhash, Tempone, Irene, Pillay, Soma

  • Authors: Abhayawansa, Subhash , Tempone, Irene , Pillay, Soma
  • Date: 2012
  • Type: Text , Journal article
  • Relation: Accounting Education: An International Journal Vol. 21, no. 4 (2012), p. 341-361
  • Full Text: false
  • Reviewed:
  • Description: This study examines the impact of prior learning experience on students' approaches to learning (SAL). It compares SAL of accounting students admitted to university in Australia on the basis of Institutes of Technical and Further Education (TAFE) qualifications (TAFE-to-university) and through direct entry mode (Year 12-to-university). The motivation for the study lies in the need to understand potential learning differences to inform learning interventions for optimal learning outcomes for all students—regardless of entry mode. The findings suggest that prior TAFE learning experience impacts SAL in university. However, the findings question the stereotypical view of the TAFE learning context as fostering surface approaches to learning, as higher scores on deep and achieving approaches were recorded by TAFE-to-university students. The level of adoption of a surface approach was found to be less among students undertaking predominantly third-year units regardless of entry mode. This study's findings have important implications for designing curricula and assessment for accounting units to cater for all students from different educational pathways, for university teachers to adopt an inclusive approach, and for higher education access policy.

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