The use of short role-plays for an ethics intervention in university auditing courses

Taplin, Ross; Singh, Abhijeet; Kerr, Rosemary; Lee, Alina

doi:10.1080/09639284.2018.1475244

Cited by 22 publications

(19 citation statements)

References 42 publications

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“…For example, Latif et al (2018) found that role-playing academic games in the formation of critical thinking skills and communication skills are more effective than discussion. Taplin et al (2018) proved that 10-minute role-playing academic games teach verbal communicative behavior in a foreign language in the workplace, the vision of conflict situations and their resolution. Role playing motivates, the games contribute to the formation of self-confidence and the formation of soft skills, which increases employment opportunities (Waters, 2016).…”

Section: Discussionmentioning

confidence: 99%

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

Tsalikova¹,

Пахотина²

2019

Preprint

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The article contains theoretical grounds and experimental verification of using academic role-playing games at classes of Foreign Language in order to form soft skills of students, majoring in non-philological subjects. The purpose of the article is to analyze the effectiveness of using this form of work at university classes for the formation of soft skills of students and to monitor the correlation between these skills. The methodological basis of the study was the communicative and competence-based approaches in teaching foreign languages. Research methods include questioning, observation, expert assessment and testing. The obtained data were subjected to statistical analysis using Kolmogorov-Smirnov’s test, Pearson’s χ² test and Spearman’s rank correlation coefficient. Academic role-playing games have shown their effectiveness as a means of forming soft skills of students, majoring in non-philological subjects, in case of following such fundamental principles as: using the language as an integral system but not as a set of grammatical and lexical phenomena; using language as a means of communication, and, consequently, a teacher`s making educational materials and tasks, focused on the content of communication, but not on the formal characteristics; creating practice-oriented situations in the classroom that train social skills, but not just subject knowledge and skills. The article presents a description of training materials, tasks, methods and forms of work for the formation of students’ soft skills.

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Section: Discussionmentioning

confidence: 99%

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

Tsalikova¹,

Пахотина²

2019

Preprint

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“…Kuhn (1998) advocates pedagogy in real world situations to encourage students to confront diversity, ambiguity, market failures, and systemic injustices. Taplin, Singh, Kerr, and Lee (2018) are motivated by role-plays because they help students develop ethical awareness and prepare them for dealing with ethical dilemmas in the workplace. Deno and Flynn (2018) invested in authentic classroom exercises by familiarising students with audited financial statements and internal control shortcomings.…”

Section: Methods Of Teaching Ethicsmentioning

confidence: 99%

“…Kuhn (1998) supports games and simulations to accompany deeper probing of ethical theory. Taplin et al (2018) reported how short 10-minute role-plays can be used as an effective tool for ethics education.…”

Section: Introduced a Reflective Ethical Decisionmentioning

confidence: 99%

Accounting Ethics Education Research

Nguyen¹,

Dellaportas²

2020

Accounting Ethics Education

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This study conducts a historical review of accounting ethics education literature over a 48 year period from 1970 to 2018. The study synthesizes accounting ethics education research published in academic research journals to identify trends and key themes. The study contributes to the body of accounting and education literature by giving meaning and shape to the development corpus of accounting ethics education research. Early research highlighted the need for ethics education in the accounting curriculum, while research in the latter part of the relevant period, moved toward understanding the impact of ethics education on students' cognitive moral development and decision making. Key topic themes inherent in the data include: teaching methods, the importance of ethics education, ethical decision making, moral development, the integration of ethics into accounting courses, and curriculum related issues. Alongside the rising number of publications during the relevant period, the findings suggest an increasing sophistication in teaching pedagogies and growing interest of ethics education research in developing countries. Overall, this study underlines the importance of ethics education research to the edification and ethics of future accountants.

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“…Role-play activities also lead to high levels of student motivation and engagement as students integrate their own interests and experiences increasing the relevance of the activity. Roleplay activities further enhance empathy (Mintz, 2006), improve communication skills and understanding of discipline content (Mcilvried, Prucka, Herbst, Barger, & Robin, 2008;Taplin et al, 2018) and facilitate deeper involvement generating greater interest in the scenario (Hafford-Letchfield, 2010). The benefits of role-play also extend to student observers, with observational learning exercises such as role-plays further enhancing the learning derived from conducting the role-plays (Aldhizer, 2013).…”

Section: Role-play In the Audit Contextmentioning

confidence: 99%

“…The use of role-play exposes accounting students to performance communication, creativity, ambiguous decision-making, and authentic assessment design. Although role-play has been adopted to some extent in accounting and auditing education (Aldhizer, 2015;Taplin, Singh, Kerr, & Lee, 2018), it has yet to be employed as a task that allows for a significant degree of creativity and flexibility in its design. This research takes a novel approach by removing the traditional structural barriers to creativity development and integrating co-creation into the role-play process.…”

Section: Introductionmentioning

confidence: 99%

Fostering Creativity in Audit through Co-Created Role-Play.

Powell¹,

McGuigan²

2020

Preprint

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Graduate auditors now require new skills and capabilities centered around creativity and innovation, and the ability to think and see things in novel and unfamiliar ways. Developing these skills requires a shift in audit education where traditional barriers to student creativity are removed. A powerful way of providing students with the opportunity to develop creativity skills is through the implementation of an authentic role-play. Although role-play has been used previously in audit education, it is often applied in a structured, formal way that often adopts a case approach and limits student creativity. In contrast, this study integrates students as co-creators of their learning making use of innovative role-play design. This paper aims to address the neglected role of creativity in audit education by exploring how the implementation of a unique co-created role-play learning strategy impacts student perceptions of creativity skill development. This role-play allows students to interact with a performance artist and encourages students to bring their own interests, lived experiences, and audit context into the development of a storyboard and role-play performance. A survey of 313 students who completed the role-play learning strategy shows that students perceived enhanced creativity and human skills and reported high levels of engagement, motivation, and enthusiasm. Findings also indicate that some students experienced difficulties with the ambiguity and relatively unstructured nature of the learning strategy. Overall, the findings of this study suggest that co-created role-plays enhance creativity skill development and provide students with a relevant and enriching educational experience.

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The use of short role-plays for an ethics intervention in university auditing courses

Cited by 22 publications

References 42 publications

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

Accounting Ethics Education Research

Fostering Creativity in Audit through Co-Created Role-Play.

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