Evidence of improvement in accounting students' communication skills

Evans, Elaine; Cable, Dawn

doi:10.1108/09513541111136612

Cited by 13 publications

(7 citation statements)

References 32 publications

(51 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The greatest improvements in written communication skills were observed where discipline-content specialists collaborated with English language specialists, both grading the written assignments (Evans and Cable 2011).…”

Section: Communication Skillsmentioning

confidence: 99%

“…However, the development of oral communication skills needs to be coordinated by the faculty assurance of learning function by carefully selecting units tasked to develop these skills (Kerby and Romine 2009). Additionally, following Evans and Cable's (2011) suggestions, we recommend involving an English language specialist to help students develop English writing skills, if not in all accounting units, at least in the first-year subjects. Some universities offer an English unit for overseas students (Evans and Cable 2011); however, teaching all students how to improve their English writing skills, preferably with a business application, would improve all accounting graduates' employability.…”

Section: Communicationmentioning

confidence: 99%

“…Additionally, following Evans and Cable's (2011) suggestions, we recommend involving an English language specialist to help students develop English writing skills, if not in all accounting units, at least in the first-year subjects. Some universities offer an English unit for overseas students (Evans and Cable 2011); however, teaching all students how to improve their English writing skills, preferably with a business application, would improve all accounting graduates' employability. A discipline teacher would concentrate on the discipline aspect of the task; for example, an assignment.…”

Section: Communicationmentioning

confidence: 99%

See 2 more Smart Citations

Are Accounting Programs Future‐ready? Employability Skills

Banasik

Jubb

2021

Australian Accounting Review

View full text Add to dashboard Cite

The first aim of this paper is to ascertain the extent to which Master-level accounting units across Australian universities incorporate five specific employability skills: digital technology and intellectual, communication, teamwork and leadership and management skills. The accounting profession considers these skills as the skills required of accountants in the foreseeable future. Using the International Education Standards as a benchmark, we review unit outlines and synopses to identify whether these employability skills are reflected in unit learning outcomes and graduate attributes. Our research indicates that too often not evident in the documents examined are exposures to 1) digital technology and accounting software and systems, 2) assessment of oral presentation capability, 3) training that fosters teamwork skills before completion of assessable team tasks and 4) situations that model and develop leadership and management skills. The second aim of this paper is to offer recommendations for the inclusion of these skills into curricula. Based on the literature and best practices identified in this study, we formulate 13 recommendations that we feel, if implemented, would remedy the issues uncovered and improve the integration of these skills into all accounting programs.

show abstract

Section: Communication Skillsmentioning

confidence: 99%

Section: Communicationmentioning

confidence: 99%

Section: Communicationmentioning

confidence: 99%

See 1 more Smart Citation

Are Accounting Programs Future‐ready? Employability Skills

Banasik

Jubb

2021

Australian Accounting Review

View full text Add to dashboard Cite

show abstract

“…The “skills” framework, on which the interviews conducted in this study were based, continues to dominate thinking about what constitutes academic literacy in higher education in South Africa (Jacobs, 2013), and is also widely used in accounting education research examining concerns around language (Riley and Simons, 2013; Simons and Riley, 2014). This type of research is most often directed at the macro language skills accounting students need to be successful and the implementation of techniques to improve these skills (Evans and Cable, 2011). It, therefore, provided a useful starting point for this work.…”

Section: Introductionmentioning

confidence: 99%

Student experiences studying accounting in English as an additional language

Smith

Carstens

Stainbank

2020

MEDAR

View full text Add to dashboard Cite

Purpose This paper aims to explore the individual and social learning experiences of first-year accounting students studying in English as an additional language. The challenges of these students relating to listening, reading, speaking and writing in English, and the impact of these on their academic outcomes, are examined. Design/methodology/approach A qualitative case study design was used. Face-to-face semi-structured interviews were conducted with 14 students, both academically successful and unsuccessful, who had completed the first year. A thematic analysis of the data was conducted and a hybrid approach of deductive and inductive coding was used to interpret the data. This entailed the application of a language skills-based framework of teaching and learning to the first-order process of coding. An iterative and reflective process allowed themes to emerge from the data. These themes, in turn, triggered second-order codes that resonated with aspects of the interactionist approach to second language acquisition (SLA). Findings The themes that emerged indicated that students’ ability to interact with their study material, and their exposure to positive verbal interaction opportunities in both formal and informal contexts, may have contributed to their academic success. Practical implications It is recommended that an interactionist perspective be considered when designing curriculum resources and accounting language learning activities for first-year accounting students. Originality/value It is anticipated that the results will contribute towards building a bridge between accounting education and SLA research and provide a more informed linguistic foundation for incorporating language skills into the accounting curriculum.

show abstract

“…Na literatura, é possível identificar pesquisas empíricas que apontam a competência comunicação como sendo aquela de maior importância aos contabilistas (ARQUERO et al, 2007;CABLE, 2011;HARRIS et al, 2016;TEMPONE et al, 2012). Arquero et al (2007) Por meio de certos mecanismos didáticos, considera-se possível desenvolver ou aprimorar a comunicação, utilizando-se de atividades como relatos em blogs, diários ou one minute papers (GUNAWARDENA et al, 2006;HOSSAIN et al, 2015), redação de relatórios técnicos (HOSSAIN et al, 2015), elaboração de resumos, resenhas, artigos, perguntas abertas.…”

Section: Competências Para Formação Integralunclassified

Modelo de Aprendizagem Integral (MAI): um novo modelo para o ensino de contabilidade

Gomes¹

View full text Add to dashboard Cite

Given the market demand for fully educated professionals transposed by comprehensive competences, the high degree of student engagement with technology, the role of teaching institutions and teachers in the training of individuals, and the evidence that the process of student-centered teaching-learning produces meaningful learning experience. This scenario identifies the competences required for integral training. The literature shows structures that contribute to the development of competences, without contemplating those of integral formation, in full, which led to the design of the ILM, which is based on the principles of constructivism and appropriates models, strategies and technologies for teaching and learning, with elements used synergistically. The objective of this research was to evaluate an instructional model for the integral training of the individual through the teaching of accounting. The designed Model was transposed to Moodle, in a course on explanatory notes, with the purpose of verifying the scope of the integral formation, and still verify indications of its validity. His evaluation was made through two editions of the course, in the mixed and online modalities. The data were obtained through surveys and analyzed based on descriptive statistics, non-parametric tests and content analyzes. The results demonstrated the effectiveness of the ILM in leading to the development of communication, critical thinking, collaboration and problem solving, in the accounting instructional process, which is considered integral formation. ILM is added to literature as a viable alternative to accounting education. Their contributions reach the students, by providing full training experience, the teachers, by migrating from transmissions of knowledge to facilitators, to higher education institutions, for demonstrating how a contextualized training can be carried out by students' digital profile and market demands. Based on the findings, it is recommended that disciplines and accounting courses and related areas be planned considering the use of instructional models such as MAI.

show abstract

Evidence of improvement in accounting students' communication skills

Cited by 13 publications

References 32 publications

Are Accounting Programs Future‐ready? Employability Skills

Are Accounting Programs Future‐ready? Employability Skills

Student experiences studying accounting in English as an additional language

Modelo de Aprendizagem Integral (MAI): um novo modelo para o ensino de contabilidade

Contact Info

Product

Resources

About