Communication instruction: What is being done to develop the communication skills of accounting students?

May, Gordon S.; May, Claire

doi:10.1016/0748-5751(89)90006-7

Cited by 20 publications

(4 citation statements)

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“…Despite this progress, many institutions continue to either ignore the importance of written communication skills or simply evaluate writing skills with a strict set of grammarian standards. May and May (1989) found that 32% of graduate and 30% of undergraduate accounting programs did not integrate communication skills into regular accounting courses. Additionally, 68% of graduate and 71% of undergraduate programs did not offer communication courses tailored for accounting majors.…”

Section: Influences On Prior Research-methods Choicementioning

confidence: 97%

“…Based on their discussions with accounting practitioners, they conclude that emphasizing formal writing techniques in the classroom alone may be misdirected and inappropriate to many accountants' needs. May and May (1989) indicate that both graduate and undergraduate accounting programs are paying increased attention to communication instruction for their students. However, they caution that such training must be tailored to meet job requirements.…”

Section: Influences On Prior Research-methods Choicementioning

confidence: 97%

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A User-Oriented Focus to Evaluating Accountants' Writing Skills

Catanach

Golen

1996

Business Communication Quarterly

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Accounting educators recently have focused increased attention on the role of the formal curriculum in developing writing skills. Prior research results may be of limited use in curriculum development because these studies rely almost exclusively on the testing of accountants. This article argues that the user of accounting information also is an important party in the communication process. Therefore, the user's input should be considered when evaluating the writing skills of accountants. DURING THE LAST 25 YEARS, researchers have attempted to identify the writing deficiencies of accountants. Results of these studies frequently influence the structure of writing agendas prepared by accounting educators. However, prior research results may be of limited usefulness in curriculum development because most of these studies relied almost exclusively on accounting practitioners and academics as subjects. This article argues for additional research based on a user-oriented focus. Specifically, this paper (a) briefly reviews the accounting writing skill research, (b) discusses the subject bias prevalent in previous communication skill research, and (c) relates this weakness to a potential bias toward grammar and syntax in curriculum development. Educators and researchers will find this article useful for the insight that it provides into issues that affect curriculum and research development.

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Section: Influences On Prior Research-methods Choicementioning

confidence: 97%

Section: Influences On Prior Research-methods Choicementioning

confidence: 97%

A User-Oriented Focus to Evaluating Accountants' Writing Skills

Catanach

Golen

1996

Business Communication Quarterly

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“…En la literatura disponible sobre cómo mejorar el DP, las recomendaciones generalmente se basan más en el sentido común que en el resultado de estudios experimentales (May y May, 1989;Gross-Davis, 1992;Maupin y May, 1993;Ihmeideh, Al-Omari, y Al-Dababneh, 2010 realidad, desde hace varias décadas, se ha reconocido que el DP posee un marco conceptual fundamentado en trabajos científicos que tratan el fenómeno desde un punto de vista fisiológico, clínico, social y comunicacional (Hayne y McDaniel, 2013;Warnecke, 2013). Asimismo, el DP en la ciencia se basa en una serie de protocolos propios de la comunicación científica como son la concisión, precisión, claridad y coherencia, que con frecuencia son ignorados o mal aplicados en las presentaciones orales.…”

Section: Introductionunclassified

¿La experiencia es la única forma de mejorar el discurso público en la ciencia?

Luna¹,

Próo²,

Cruz-Escalona³

2015

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Introducción: Cualquier practicante de ciencia está frecuentemente expuesto al discurso público (DP): conferencias, congresos, simposios, talleres, etc. Por ello, es imprescindible saber comunicar las ideas con claridad y contundencia en una presentación oral. Usualmente, profesionistas y estudiantes enfrentan estas situaciones utilizando el sentido común, asumiendo que las habilidades para dar una buena presentación oral se adquieren con la práctica. Sin embargo es común ver profesionistas que a pesar de tener años de experiencia en foros de DP, siguen haciendo presentaciones orales muy deficientes. La hipótesis de este trabajo es que la práctica, por sí misma, puede no ser la única forma de adquirir dichas habilidades, sino que también es posible mejorar el desempeño en las presentaciones orales mediante la enseñanza de las bases científicas del DP.Método: Tras una presentación oral individual de 10 minutos, se aplicó una prueba de desempeño en el DP (prueba Rapee) a un grupo de alumnos de posgrado en ciencias marinas antes y después de tomar un curso de DP. En el curso se enseñó la ciencia que existe detrás del DP, los protocolos del DP en la ciencia y la aplicación de los principios del diseño gráfico en el material de apoyo visual de una presentación oral. Los resultados de la prueba Rapee aplicada antes y después del curso se compararon mediante un análisis de diferencias de medias de muestras independientes (p valor de 0.05).Resultados: la calificación promedio del grupo en la prueba Rapee antes de que los alumnos tomaran el curso, se situó en un nivel de bajo desempeño (48 puntos de 68). Después de haber cursado la materia, este promedio se incrementó significativamente (de 48 a 57 puntos). Discusión o Conclusión: Los resultados sugieren que los alumnos, independientemente de su experiencia, pueden mejorar su desempeño en el DP y desarrollar presentaciones orales eficientes si se les instruye apropiadamente con los conocimientos básicos del DP. Si a esto se le suma una práctica constante, el resultado será un dominio profesional de las presentaciones orales. Al menos en la comunidad científica son pocos los que desarrollan naturalmente habilidades para el DP, por lo que resulta recomendable para la mayoría recibir una apropiada instrucción sobre los aspectos científicos fundamentales del DP.

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“…A useful discussion of a range of specific teaching strategies for improving communication and writing Skills is provided by May and May (1989) and Wygal and Stout (1989). See Siege1 and Ramanauskas-Marconi, 1989 for some useful material for undergraduate courses.…”

mentioning

confidence: 99%

Personality Biases of Accounting Students: Some Implications for Learning Style Preferences

Booth

Winzar

1993

Accounting & Finance

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This paper reviews the evidence of a Myers-Briggs personality type bias for accounting students. A survey of a sample of accounting majors in three Australian universities supports the overseas evidence that there appears to be a strong tendency for accounting students to have common preferences on three of the four Myers-Briggs dimensions. The findings of this research suggest that while significant diversity is still evident, there is a bias in the Myers-Briggs personality profiles of accounting students towards preferences for sensation over intuition, thinking over feeling, and judgment over perception. Research in psychology and education has shown that different Myers-Briggs personality preferences are associated with significant differences in how people prefer to learn, and the types of learning experiences under which they perform best, that is personality types are associated with distinct learning styles, These outcomes suggest that accounting educators should cater to the variety of personality types among their students by adopting a diversified teaching approach. Such an approach should provide a balance of learning experiences and teaching strategies by attempting to challenge the weaknesses of the Personality bias of accounting students in the intuition, feeling and perception areas, and building upon their strengths in the sensation, thinking and judgment areas. Ackrzowledgments:This paper has benefited from comments received at the Seminar Series, Department of Accountancy and Legal Studies, University of Wollongong. We are also grateful for the helpful comments of James Guthrie, Robert Czernkowski, Norman Macintosh, Peter Brownell and two anonymous referees, and for Sujatha Perera's assistant with data collection. M A N Z : Refer to the introductory pages of this Journal for copyright conditions.

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Communication instruction: What is being done to develop the communication skills of accounting students?

Cited by 20 publications

References 3 publications

A User-Oriented Focus to Evaluating Accountants' Writing Skills

A User-Oriented Focus to Evaluating Accountants' Writing Skills

¿La experiencia es la única forma de mejorar el discurso público en la ciencia?

Personality Biases of Accounting Students: Some Implications for Learning Style Preferences

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