Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach

Stone, Gerard; Lightbody, Margaret; Whait, Rob

doi:10.1080/09639284.2013.766015

Cited by 33 publications

(23 citation statements)

References 78 publications

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“…However, further investigation indicated that the authors were, indeed, acquainted with the research on listening skills. For example, one of the authors of O'Connell et al (2015) was the head of school in which Stone et al (2013) produced their high-impact article on 'The nature and significance of listening skills in accounting practice'; also, the earlier article, Stone and Lightbody (2012). These articles were not cited.…”

Section: Post 2009 Pronouncementsmentioning

confidence: 99%

Would the Singaporean Approach to Whistleblower Protection Laws Work in Australia?

McLaren¹,

Kendall²,

Rook³

2019

AABFJ

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Purpose: to gain insight into the training received by accountancy graduates in soft skills with a major focus on listening skills; and, both, in light of findings, and impelled by the pleas of accountants' clients, to urge educators to introduce them in curricula. Approach: content analysis of Australian accountancy schools' courses placed on the web followed by direct contact with schools whose Web descriptions might plausibly have indicated listening skills' inclusion; Findings: while the Institute of Chartered Accountants in Australia and CPA Australia required in their Professional Accounting Guidelines, 2009' that as a condition of their accreditation higher education programs address 'generic skills' including the interpersonal, 'particularly the ability to listen effectively', this was scarcely complied with by accredited schools. Subsequent to the 2009 ICAA/CPA directive successive pronouncements of the Institutions reduced or effectively eliminated the requirement to teach listening skills. Practical implications: accountancy graduates will enter the profession without groundwork in a skill which successful exponents will increasingly be required to exercise. This will need to be remedied. Originality value: empathetic listening skills are seen to be indispensable by reference to the demands of a party not considered in previous studies, namely practising accountants' clients. Nor have previous studies adequately recognised the critical importance of these skills as artificial intelligence (AI) erodes accountants' standing as dispensers of technical knowledge.

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Section: Post 2009 Pronouncementsmentioning

confidence: 99%

Would the Singaporean Approach to Whistleblower Protection Laws Work in Australia?

McLaren¹,

Kendall²,

Rook³

2019

AABFJ

View full text Add to dashboard Cite

show abstract

“…Listening is regarded as a soft skill employability factor and even as an "indispensable attribute" to effective practice in a profession (Stone, Lightbody, & Whait, 2013). Listening is pivotal to learning as well as enhancing students' future employment opportunities.…”

Section: Materials Theoretical Backgroundmentioning

confidence: 99%

“…Journal of Language andEducation, 3(3), 60-67. doi:10.17323/2411-7390-2017-3-3-60-67 FOSTERING ECONOMICS STUDENTS' LISTENING SKILLS THROUGH SELF-REGULATED LEARNING of the amount of the classroom-based EFL learning within higher education in Russia overall. As a result, classroom-based study mode provides little space for the development of listening skills (Stone, Lightbody & Whait, 2013). Limited time available for fostering students' listening skills and face-to-face interaction (Parker, 2011) is partly the result of the global tendency to run larger classes and introduce a greater number of professional subjects in higher education.…”

mentioning

confidence: 99%

Fostering Economics Students’ Listening Skills through Self-regulated Learning

Lastochkina

Smirnova

2017

JLE

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This study aims at fostering students' listening skills by scaffolding their self-study learning practices in the English for Special Purposes (ESP) course. While there is a significant body of research exploring classroom-based teaching approaches, there is little empirical research into how students develop their ESP listening skills outside the classroom. Our study suggests that developing a self-regulated model for acquiring ESP listening skills in a self-study mode is an efficient way to improve students' performance as it provides them with relevant scaffolding and makes the listening process more transparent. The article provides theoretical grounding for the self-study model. The entry-level and post-study tests in listening scores (IELTS test) are compared across the control and the experimental groups (60 students in total). The results of the study indicate that students who were developing their listening skills in a self-study mode via the designed scaffolding performed significantly better than their peers in the control group. Scaffolding self-study listening practices of students outside the classroom prove to be a significant factor in facilitating English learning in an ESP classroom.

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“…Much of this research is on professional competency developments (Bloch, Brewer, & Stout, 2012;Craig & McKinney, 2010;Fortin & Legault, 2010;Stone, Lightbody, & Whait, 2013;Young & Warren, 2011) with little emphasis on initiatives directed towards professional examinations (Flood & Wilson, 2008). One of the reasons could be that although accounting professions generally influence accounting academia (Evans & Juchau, 2009), such influence is reflected in the curriculum and the teaching and assessment of programmes being offered (Venter & De Villiers, 2013).…”

Section: Features Of Support Programmes In Particular the Thuthuka Pmentioning

confidence: 99%

Helping Disadvantaged Students: Findings from the Thuthuka Programme

Barac

2015

Accounting Education

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Abstract:Drawing on social closure theory, this study achieved a deep understanding of the perceptions and experiences of the first cohort of candidates passing through the Thuthuka support programme. Using semi-structured interviews as part of a qualitative approach, currently prevalent modes of professional closure were considered by taking the backgrounds of these students into account, together with their perceptions of the accounting profession. Their views on whether the Thuthuka programme as an intervention had been successful in removing post-apartheid professional closure were determined by taking into account the Thuthuka students' readiness to sit for professional examinations and to enter the workplace. The findings of the study suggest features that could be considered in support programmes intended for socio-economically disadvantaged students to facilitate their entry into a restrictive and restricted market.

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Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach

Cited by 33 publications

References 78 publications

Would the Singaporean Approach to Whistleblower Protection Laws Work in Australia?

Would the Singaporean Approach to Whistleblower Protection Laws Work in Australia?

Fostering Economics Students’ Listening Skills through Self-regulated Learning

Helping Disadvantaged Students: Findings from the Thuthuka Programme

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