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A Critical Learning Outcome Approach in Designing, Delivering and Assessing the IT Knowledge Syllabus

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  • Philippus Lodewikus Wessels

Abstract

Although the accounting profession has embraced a competency-based approach in the education and training of students, some educators struggle to adapt the delivery and assessment of their accounting programmes to bring them in line with these outcomes. The challenge for all educators is to seek ways to marry the curriculum, the design and delivery of the syllabus and assessment in such a way as to maximize students' learning in relation to priority goals. The aim of this paper is to discuss how the IFAC curriculum on the general knowledge of IT (IEPS 2) could be analysed using an alternative approach based on critical learning outcomes to develop a syllabus that would enable educators to deliver and assess it in line with the learning outcomes and competency requirements. The newly-developed syllabus should direct educators to adopt a holistic approach in the delivery and assessment of the IT course. This approach should ensure that students understand how information technology can support them as accountants in producing information in the format required by users.

Suggested Citation

  • Philippus Lodewikus Wessels, 2009. "A Critical Learning Outcome Approach in Designing, Delivering and Assessing the IT Knowledge Syllabus," Accounting Education, Taylor & Francis Journals, vol. 19(5), pages 439-456.
    • Handle: RePEc:taf:accted:v:19:y:2009:i:5:p:439-456
    DOI: 10.1080/09639280903208534
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    References listed on IDEAS

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    1. Bullen, Christine V. & Rockart, John F., 1981. "A primer on critical success factors," Working papers 1220-81. Report (Alfred P, Massachusetts Institute of Technology (MIT), Sloan School of Management.
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