Personality type and performance in an introductory level accounting course: a research note

Oswick, Clifford; Barber, Patrick

doi:10.1080/096392898331171

Cited by 38 publications

(13 citation statements)

References 1 publication

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“…Two hundred forty-nine responses were obtained (79.5% were female). Following Oswick and Barber's (1998) methodology, the total sample was divided into three subcategories according to cumulative college GPA. The upper quartile of GPA represents "top performers" (mean GPA = 3.49), the lower quartile represents "poor performers" (mean GPA = 2.39), and the middle quartile was labeled "moderate performers" (mean GPA = 2.92) (see Table 1).…”

Section: Methodsmentioning

confidence: 99%

Wellness: Its Impact on Student Grades and Implications for Business

Horton

Snyder

2009

Journal of Human Resources in Hospitality & Tourism

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Personal wellness, manifested as physical, spiritual, intellectual, emotional, social, environmental, and occupational dimensions, are discussed in a hospitality business context. Each dimension is analyzed as to its importance to student success, as measured by grade point average (GPA), and its implications for employee productivity and corporate profitability. University students tracked and reported how they spent their time relative to these seven dimensions over a 2-week period. Physical, social, environmental, and occupational dimensions all affect a student's GPA. Whereas wellness is as much habitual as it is learned, the authors make a case for wellness education in hospitality programs. Moreover, there is evidence to support a relationship between wellness and both individual and corporate values.

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Section: Methodsmentioning

confidence: 99%

Wellness: Its Impact on Student Grades and Implications for Business

Horton

Snyder

2009

Journal of Human Resources in Hospitality & Tourism

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“…The accounting education literature addresses the achievement of this goal largely from an individual student characteristics perspective. Such individual level factors as university entrance test scores (Buckless, Lipe, & Ravenscroft, 1991), prior course grades (Doran, Boullion, & Smith, 1991), personality traits (Oswick & Barber, 1998), and race and gender (Carpenter, Friar, & Lipe, 1993) are They reveal how the type of learning task an educator adopts, which they dichotomize as open or problembased versus closed or problem solving, has a significant effect on a student's motivation and chosen learning strategy. In particular, students who are exposed to open learning tasks are more likely to exhibit greater motivation, as well as choose a learning strategy that is more consistent with Biggs' (1987) deep learning approach.…”

Section: Risumdmentioning

confidence: 99%

Situated Motivation: An Empirical Test in an Accounting Course

2001

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The enhanced motivation and performance benefits associated with the use of enriched work environments (i.e., high task identity, variety, and significance; worker autonomy; and frequent performance feedback) have been well established (Hackman & Oldham, 1975, 1976, 1980). The present study tests whether these benefits can also be achieved in the classroom setting. Students from a compulsory final‐year accounting course were asked to report their level of motivation in and their perceptions about the enrichment of the course. As hypothesized, a positive and significant correlation was found between student perceptions of enrichment and their reported motivation. The results, obtained by running a series of regression equations which included a variety of teaching context and student level variables, are also reported. These regression results offer further insight into the relationship between enriched learning environments and motivation. Résumé Une motivation rehaussée et une augmentation des performances sont associées à la mise en place d'un environnement de travail enrichi (par exemple grâce à une «high task identity» oú l'ouvrier reçoit une explication globale de son processus de travail et s'épanouit dans cette connaissance, la variété et l'importance de ce travail, l'autonomie de l'ouvrier et de fréquentes appréciations sur ses performances), comme cela a été clairement établi (Hackman & Oldham, 1975, 1976, 1980). Cette étude a pour but d'examiner si ces améliorations peuvent être étendues à la salle de classe. Des étudiants de dernière année dans un cours obligatoire de comptabilité ont été sollicités pour rendre compte de leur niveau de motivation pour le cours et de la proportion de tâches enrichissantes qu'ils avaient trouvée dans celui‐ci. Conformément à l'hypothèse de départ, une forte corrélation a été trouvée entre la perception des étudiants quant au nombre de tâches enrichissantes dans le cours et leur niveau de motivation. Les résultats obtenus à partir d'une série d'équations régressives, qui incluaient une diversité de contextes d'enseignement et des étudiants de niveaux variables sont également inclus. Ces résultats approfondissent encore la relation entre un environnement d'apprentissage enrichi et la motivation qui en découle.

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“…However, the findings of this study provide the guidance for a more intensive study of graduates. For example, acknowledging prior research, which examines the personality traits of undergraduate students (Myers and Mc Caulley, 1985;Oswick and Barber, 1998), an interesting line of enquiry could be to investigate different personality dimensions of accounting graduates and reflect on personality types most likely to develop the requisite affiliation with the accounting profession to ensure their successful passage as a professional accountant. Additionally, further studies examining the attitudes of accounting students toward the profession, may provide insights into their views of the accountant's role in society thus providing the basis for a closer alignment between pre-organisational entry expectations and post-organisational entry perceptions.…”

Section: Discussionmentioning

confidence: 97%

Accounting Graduate Employment Destinations and Commitment to CPD: A Study from Two Australian Universities

Jackling

Lange

2007

Accounting Education

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This study examined the main fields of employment as well as attitudes toward continuing professional development (CPD) and preferred employment of recent Australian accounting graduates. Responses from 310 accounting graduates provide revealing information for professional accounting bodies, academics and the accounting profession. It is apparent that accounting graduates are focused on CPD and have greater ambition than the current industry structure appears to be able to accommodate. The study included analysis of graduates' CPD intentions along with the disparity between respondents' expected and ideal sectors of employment, thus providing further insights into graduates' employment destinations. The results of the study unearthed concerns about the employment satisfaction of many graduates if their ambitions cannot be realistically fulfilled. Coupled with the very strong trend of accounting graduates shifting away from public practice, the ramifications of this research may be timely and relevant for the accounting profession in the new millennium. In particular, the research should be of interest to professional accounting bodies, academics and prospective employers in terms of graduates' perceptions of the need for postgraduate studies and preference for specific professional accounting qualifications as a feature of CPD.Accounting graduate, career path, accounting profession, continuing professional development, postgraduate study,

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Personality type and performance in an introductory level accounting course: a research note

Cited by 38 publications

References 1 publication

Wellness: Its Impact on Student Grades and Implications for Business

Wellness: Its Impact on Student Grades and Implications for Business

Situated Motivation: An Empirical Test in an Accounting Course

Accounting Graduate Employment Destinations and Commitment to CPD: A Study from Two Australian Universities

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