The evolution of a graduate capstone accounting course

Burns, Cathleen S.

doi:10.1016/j.jaccedu.2006.07.005

Cited by 18 publications

(13 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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.…”

mentioning

confidence: 99%

Problem-based learning: Does accounting education need it?

Stanley

Marsden

2012

Journal of Accounting Education

106

View full text Add to dashboard Cite

a b s t r a c tProblem-based learning (PBL) has been used successfully in disciplines such as medicine, nursing, law and engineering. However a review of the literature shows that there has been little use of this approach to learning in accounting. This paper extends the research in accounting education by reporting the findings of a case study of the development and implementation of PBL at the Queensland University of Technology (QUT) in a new Accountancy Capstone unit that began in 2006. The fundamentals of the PBL approach were adhered to. However, one of the essential elements of the approach adopted was to highlight the importance of questioning as a means of gathering the necessary information upon which decisions are made. This approach can be contrasted with the typical 'give all the facts' case studies that are commonly used. Another feature was that students worked together in the same group for an entire semester (similar to how teams in the workplace operate) so there was an intended focus on teamwork in solving unstructured, real-world accounting problems presented to students.Based on quantitative and qualitative data collected from student questionnaires over seven semesters, it was found that students perceived PBL to be generally effective, especially in terms of developing the skills of questioning, teamwork, and problem solving. The effectiveness of questioning is very important as this is a skill that is rarely the focus of development in accounting education. The successful implementation of PBL in accounting through 'learning by doing' could be the catalyst for change to bring about better learning outcomes for accounting graduates.

show abstract

mentioning

confidence: 99%

Problem-based learning: Does accounting education need it?

Stanley

Marsden

2012

Journal of Accounting Education

106

View full text Add to dashboard Cite

show abstract

“…Indeed, the elements of the IPP are not unique. For 461 Applying Ignatian Pedagogy in an Accounting Ethics Course instance, the use of active learning techniques and reflection especially is widely supported in the accounting educational literature (Burns, 2006;Coram, 2005;Mintz, 2006). Moreover, both feminist pedagogy (hooks, 1994) and adult education theory (Brookfield, 1991) support a collaborative approach to education, as did Mintz (1995) in an earlier article on ethics education in accounting.…”

Section: Resultsmentioning

confidence: 99%

“…Similarly, Burns (2006) suggests reflection as appropriately covered in capstone courses that include ethics content. Mintz (2006, 112) states, ''Reflective learning enables students to evaluate the meaning of new ideas and situations based on prior understandings and it helps to transform their thinking.''…”

Section: Reflectionmentioning

confidence: 99%

See 1 more Smart Citation

Applying the Ignatian Pedagogical Paradigm to the Creation of an Accounting Ethics Course

Hise

Massey

2010

J Bus Ethics

View full text Add to dashboard Cite

show abstract

“…The program is a practical way to increase the supply of qualified entry-level accountants. Burns (2006) discusses the design evolution of a graduate capstone accounting course over 3 years in response to input from stakeholders. Materials that may assist other schools considering use of a capstone accounting course in their graduate or 150-h program are included.…”

Section: Graduate Programsmentioning

confidence: 99%