Accounting and business students’ approaches to learning: A longitudinal study

Ballantine, Joan; Duff, Angus; Larres, Patricia McCourt

doi:10.1016/j.jaccedu.2009.03.001

Cited by 96 publications

(95 citation statements)

References 41 publications

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“…Factor analytic studies across a range of disciplines have consistently reproduced the theoretically proposed threefactor structure (Byrne, Flood, & Willis, 2004;Diseth, 2001;Kreber, 2003;Richardson, 2005Richardson, , 2010Valadas, Goncalves, & Faísca, 2010), and the same structure was also recently found in a cross-cultural sample of occupational therapy students (Bonsaksen, Småstuen, et al, 2017). Internal consistency has been found to be high for the main scales, while it has been deemed acceptable or in the lower range for the subscales (Ballantine, Duff, & Larres, 2008;Bonsaksen, Småstuen, et al, 2017;Reid, Duvall, & Evans, 2005;Reid, Evans, & Duvall, 2012;Richardson, 2010;Richardson, Gamborg, & Hammerberg, 2005;Valadas et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Short ASSISTScales

Bonsaksen¹

2018

Uniped

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Background: The shortening of measurement scales may improve their feasibility, but may also affect the scales' measurement properties. This study investigated the psychometric properties of the short Norwegian Approaches and Study Skills Inventory for Students (ASSIST) among occupational therapy students.Methods: The students (n = 148) completed the Norwegian ASSIST and provided sociodemographic data. Scale structure was examined with Principal Components Analysis (PCA). Scale consistency was assessed with Cronbach's α. Bivariate associations between the full and short scales were examined with Pearson's r. Linear regression analyses were used to assess associations between scale scores and the students' average exam grade.Results: Three factors were confirmed, but one item did not fit within the deep approach scale. Cronbach's α for the scales ranged 0.64-0.71. The full-length scales were strongly associated with the corresponding short scales, r ranging 0.85-0.87. For the surface scales, the full-length and short scale scores were both associated with the students' average exam grade. For the strategic scale, only the full-length scale scores were associated with exam grade.Conclusions: The short scales of the Norwegian ASSIST have satisfactory psychometric properties and represent a feasible way of assessing students' study approaches in Norwegian higher education.

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Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Short ASSISTScales

Bonsaksen¹

2018

Uniped

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“…The current use of lectures does not create learning opportunities for students to develop or enhance a professional skill set (Lightweis, 2011;Sharifi, McCombs, Fraser, & McCabe, 2009). Ballantine, Duff, and Larres (2008) stated that many lectures focus on theories and concepts presented on CPA exams. Passing the CPA exams does not necessarily guarantee accounting graduates have the necessary professional skill set or have the critical thinking, communication, and problem-solving skills to be valuable contributors to CPA firms or other business organizations.…”

Section: Introductionmentioning

confidence: 99%

“…These students need a venue to apply their knowledge in ambiguous financial situations as well as promote skill development necessary for the profession (Cheng, 2009;Coulson & Thomson, 2006;Gammie, Gammie, & Cargill, 2002;Hurt, 2007;Kavanaugh & Drennan, 2008;Lightweis, 2011;Marriott, 2004;Morris & Puttee, 2006;Sharifi, McCombs, Fraser, & McCabe, 2009;Springer & Borthick, 2007). There has been little research in higher education regarding skill development for accounting students (Ballantine, Duff, & Larres, 2008;Lightweis, 2011). Smith (2006) reasoned not enough classroom time is devoted to skill development.…”

Section: Introductionmentioning

confidence: 99%

Bridging the Gap between Accounting Students and the Profession: A Case Study

Lightweis¹

2014

HES

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This study addresses the gap between accounting educators and the profession. Research indicates accounting graduates are underprepared for this challenging career. The issue stems from accounting educators who only lecture and accounting students who memorize the information provided in these lectures. Accounting students need opportunities to build their professional skills through learning activities that mimic real-world situations. This qualitative study analyzes the perspectives of advanced accounting students before and after computer-assisted instruction to determine if they believe their critical thinking, communication and problem solving skills have improved. I conducted an analysis using an auditing simulation, semi-structured interviews before and after computer use, and reflective journals provided by advanced accounting students attending Central North Carolina universities. The auditing simulation introduced in the study created the opportunity for students to practice their knowledge of accounting and enhance their professional skills. The findings suggested students made a connection between concepts learned in course work and situations found in the accounting profession. The simulation built confidence in students and motivated them to learn more about enhancing skills necessary for the accounting profession. The evidence recommends accounting educators to use simulations as a supplemental learning tool in preparing accounting students for the profession. This study allows colleges, universities, and state accounting associations and societies to explore and conduct future research in using learning tools to enhance professional skills to bridge the gap between accounting students and the profession.

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“…Lu-cas, 2000Lu-cas, , 2001Lucas and Meyer, 2004;Duff, 2004;Ballantine et al, 2008;Flood and Wilson, 2008;Byrne et al, 2009;Duff et al, 2010;Teixeira, 2013;Teixeira et al, 2013b); Duff and Mladenovic, 2014).…”

Section: Discussionmentioning

confidence: 99%

Conceptions of Accounting and Expectations of Learning Accounting

Teixeira

Gomes

Borges

2017

rebules

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Abstract:The current study reports on the results of research into introductory accounting students' conceptions of accounting and expectations of learning the subject of accounting within Portuguese higher education. The results validate the use of the ELAcc inventory in Portuguese higher education and are in line with the literature that argues that subject area has an influence on aspects of learning. In particular, they point out the differences between specialist and non-specialist students' conceptions of accounting and their expectations of learning accounting. This circumstance highlights the need to consider the different programmes in which introductory accounting is taught.

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Accounting and business students’ approaches to learning: A longitudinal study

Cited by 96 publications

References 41 publications

Psychometric Properties of the Short ASSISTScales

Psychometric Properties of the Short ASSISTScales

Bridging the Gap between Accounting Students and the Profession: A Case Study

Conceptions of Accounting and Expectations of Learning Accounting

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