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Drivers of Teaching Effectiveness: Views from Accounting Educator Exemplars in Australia

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  • Donald E. Wygal
  • Kim Watty
  • David E. Stout

Abstract

This paper summarizes the views, obtained via a survey instrument created by the authors and reported in studies by Stout and Wygal, of 22 accounting educator teaching exemplars from Australia. Each of these individuals has been cited for teaching excellence through receipt of one or more formal teaching awards. The paper responds to calls in Australia for increased attention to the dimensions of teaching effectiveness and to initiatives in the United States calling for a broader sharing of information among members of the academy regarding the characteristics of teaching effectiveness. Little direct evidence from the field of accounting education is available to date regarding such characteristics or antecedents of teaching effectiveness in the student learning environment. Our research therefore extends in a fundamental way the work of Stice and Stocks and Stout and Wygal. Specifically, perceptions from a sample of award-winning non-US faculties regarding the 'drivers of teaching effectiveness' in accounting education are recorded and analyzed. In decreasing order of perceived importance, drivers of teaching effectiveness are: having a student focus; commitment to teaching (as a profession); high levels of preparation/organization; the ability to link subject matter to the practice environment; and, instructor skills and attributes. This paper adds to our understanding of the drivers of teaching effectiveness and begins the process of creating a worldwide knowledge base in accounting education. The paper should be of interest to accounting faculty members interested in improving their teaching effectiveness and/or mentoring junior faculty members.

Suggested Citation

  • Donald E. Wygal & Kim Watty & David E. Stout, 2014. "Drivers of Teaching Effectiveness: Views from Accounting Educator Exemplars in Australia," Accounting Education, Taylor & Francis Journals, vol. 23(4), pages 322-342, August.
    • Handle: RePEc:taf:accted:v:23:y:2014:i:4:p:322-342
    DOI: 10.1080/09639284.2014.930692
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    Cited by:

    1. Meredith Tharapos & Konrad Peszynski & Kwok Hung Lau & Margaret Heffernan & Gillian Vesty & Aida Ghalebeigi, 2023. "Effective teaching, student engagement and student satisfaction during the Covid‐19 pandemic: Evidence from business students' qualitative survey evaluations," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 63(3), pages 3173-3192, September.
    2. Muhammad Umar Draz & Fayyaz Ahmad, 2017. "Continuing Professional Development and Accounting Academics: A Literature Review," International Journal of Learning and Development, Macrothink Institute, vol. 7(4), pages 44-52, December.
    3. Smith, Sarah Jane & Urquhart, Vivien, 2018. "Accounting and finance in UK universities: Academic labour, shortages and strategies," The British Accounting Review, Elsevier, vol. 50(6), pages 588-601.
    4. Ralph Adler & Helen Roberts & Neil Crombie & Keith Dixon, 2021. "Determinants of accounting students’ undergraduate learning satisfaction," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 61(4), pages 5231-5254, December.
    5. Fogarty, Timothy J. & Black, William H., 2014. "Further tales of the schism: US accounting faculty and practice credentials," Journal of Accounting Education, Elsevier, vol. 32(3), pages 223-237.
    6. Belete J. Bobe & Barry J. Cooper, 2020. "Accounting students’ perceptions of effective teaching and approaches to learning: impact on overall student satisfaction," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 60(3), pages 2099-2143, September.
    7. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2015. "Accounting education literature review (2013–2014)," Journal of Accounting Education, Elsevier, vol. 33(2), pages 69-127.

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