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A comparison of the dominant meta programme patterns in accounting undergraduate students and accounting lecturers at a UK business school

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  • Nigel Brown

Abstract

Meta programmes are a means of describing the behavioural traits that a person exhibits when interacting with other people. An understanding of meta programmes can improve communication between individuals and this may have implications for teaching. The purposes of this study are first to identify the dominant meta programme patterns of first year accounting undergraduates at a UK business school. An earlier pilot study validated use of the Motivation Profile Questionnaire (MPQ) to elicit the dominant meta programmes of accounting lecturers at the same Business School (Brown, 2002). Secondly, the students' meta programmes are compared with those of their accounting teachers to identify whether there are any differences or similarities between the two groups. The matching of the meta programmes of the teachers and students would enhance communication whilst major differences in meta programmes would make communication more difficult. A sample of 62 first year accounting undergraduates and 20 accountancy teachers completed the MPQ. The results indicate that, on average, the accounting students have similar dominant meta programme patterns to their accounting teachers. The implications of the findings for improving communication and therefore teaching are discussed, along with the scope for further research.

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  • Nigel Brown, 2003. "A comparison of the dominant meta programme patterns in accounting undergraduate students and accounting lecturers at a UK business school," Accounting Education, Taylor & Francis Journals, vol. 12(2), pages 159-175.
    • Handle: RePEc:taf:accted:v:12:y:2003:i:2:p:159-175
    DOI: 10.1080/0963928032000091756
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    References listed on IDEAS

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    1. Angus Duff, 1999. "Access policy and approaches to learning," Accounting Education, Taylor & Francis Journals, vol. 8(2), pages 99-110.
    2. Ursula Lucas, 2001. "Deep and surface approaches to learning within introductory accounting: a phenomenographic study," Accounting Education, Taylor & Francis Journals, vol. 10(2), pages 161-184.
    3. Nigel Brown, 2002. "Meta programme patterns in accounting educators at a UK business school," Accounting Education, Taylor & Francis Journals, vol. 11(1), pages 79-91.
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    1. Nigel Brown, 2006. "The development of a questionnaire assessing metacognitive patterns of students majoring in accounting in higher education," Accounting Education, Taylor & Francis Journals, vol. 15(3), pages 301-323.

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