Data analytics is receiving increasing emphasis in accounting programs. This emphasis has emerged from both practitioners and accrediting bodies. In April 2018, the Association to Advance Collegiate Schools of Business (AACSB) International released Standard A5, which calls for a more holistic approach to teaching and incorporating data analytics into accounting programs. Specifically, accounting programs are required to focus on students' agility and adaptability as they relate to changes and disruptions in technology. Such characteristics present challenges and opportunities for accounting educators when developing and assessing data analytics in accounting programs. In this paper, we propose using a combination of practitioner involvement and measurements from the psychology literature to create a continuous holistic approach to course assessment and improvement. Specifically, utilizing proxies for adaptability and agility, we propose a methodology for measuring changes in students' agility and adaptability throughout a semester.
Context:As doctors who are also teachers we must be aware of the various learning styles used by our students. Each style is unique in how a student takes in knowledge. Thus to maximize output, we need to facilitate their learning process as teachers. Aims: This study was undertaken to assess the predominant learning style of 2 nd year medical students and to compare the learning modality used with the academic performance. Settings and Design: Cross-sectional study undertaken in a Government Medical college of Bangalore, Karnataka, India. Materials and Methods: A total of 210 second year medical undergraduates in a Government Medical College, Bangalore were asked to fi ll a pre tested and pre validated visual, auditory, read/ write, kinesthetic questionnaire, version 7.3 developed by Neil Fleming. The students were then scored to assess the predominant learning modality used. Statistical Analysis Used: Data were analyzed using SPSS version 20. Descriptive statistics, Chi-square test, Fisher's test and unpaired (two sample) t-test were used to study the variables. Results: Majority of the students were multimodal (61%). Kinesthetic was the predominant modality used, both among unimodal (56.8%) and multimodal (31.8%) learners. There was no signifi cant difference in the learning modalities of male and female students. There was also no difference in academic performance of uni-and multi-modal learners. Conclusions: Current teaching styles do not support the student fraternity that is predominantly multimodal. Various workshops must be conducted to train teachers to adapt their teaching styles. Multiple methods must be used simultaneously deliver knowledge and information to the students to improve their acceptance.
Abstract
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Consistent with the goals of a GOMusing to “refresh” readers’ minds about a topic, challenge readers to re-examine their assumptions about a topic, and/or spark a needed debate about a topic, we (1) provide a refresher on abusive supervision and the severity of its consequences, (2) acknowledge the wealth of research on its antecedents and moderators while highlighting the lack of applied research on successful interventions, and (3) encourage new research perspectives and methods to move the field forward. Our ultimate goal is to galvanize scholars to use existing knowledge as a basis to develop, test, and validate successful prevention and intervention strategies for organizations and individuals to deal with abusive supervision. As you might suspect from the title, we also hope to do all this with a bit of humor and a lot of compassion.
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