Learning to Design and Teach an Accounting Capstone

Abstract

This paper describes the rationale, implementation issues, and our learning experiences in designing and teaching a senior accounting capstone course. A capstone course is usually a culminating academic experience that ties together all previous courses in an academic discipline and facilitates transition to a chosen career (Henscheid 2000). The rationale for our accounting capstone course is based on institutional and departmental objectives, as well as accounting education change initiatives. We review characteristics of capstone courses in undergraduate education, and discuss similarities to our course. We also address implementation issues with respect to course content, instructional methods, assignment of faculty, class size, and assessment. Finally, we describe course requirements and specific assignments from our accounting capstone course. Appendices include our course syllabus, and a comprehensive list of topics and readings.

Problem-based learning: Does accounting education need it?

“…For further discussion of this taxonomy, seeJohnstone & Biggs, 1998, p. 409; Milne & McConnell, 2001, p. 67. 5 In general, the three purposes of a capstone unit are to integrate the curriculum, to provide students with an opportunity to reflect on the course as a whole, and to prepare students for the professional workplace (seeBurns, 2006;Cuseo, 1998;Gardner & Van der Veer, 1998;Jervis & Hartley, 2005).T. Stanley, S. Marsden / J. of Acc.…”

The evolution of a graduate capstone accounting course

“…The AICPA core competency framework identifies functional, personal, and broad business competencies desired of all accounting graduates. Jervis and Hartley (2005) demonstrate how components of their undergraduate capstone accounting course meet the AICPA core competencies. The AICPA core competency framework is one way to address the assessment of program goals required by the new AACSB learning assurance standards.…”

“…doi: 10.1016/j.jaccedu.2006.07.005 Capstone courses are an important part of most curricula because they provide an opportunity to reflect on what has been learned, integrate both general education and major coursework, and help the transition to the professional world (Gardner & Van der Veer, 1998). Jervis and Hartley (2005) described their experience designing and teaching an undergraduate capstone accounting course addressing university goals, department mission, and AICPA core competencies. Although capstone courses are recommended as a key part of the accounting curriculum (Arya, Fellingham, & Schroeder, 2003), there are no articles in the accounting education literature that specifically describe experiences designing and teaching a graduate capstone accounting course.…”

Education for actuarial quality must develop more than technical competence

“…;Billet, 2004). Best practice for structured workplace learning would be a 'capstone' (Burns, 2006;Jervis & Hartley, 2005;Shepherd, unpublished b;Huber & Hutchings, 2004;Henscheid, unpublished). A capstone course sets out to integrate prior learning in the field, and would provide actuarial students with opportunities to synthesise their technical and normative capabilities and values in the real context of the workplace environment.…”