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Compulsory group work – accounting students' conceptions and suggestions

Author

Listed:
  • Maria Cadiz Dyball
  • Anna Reid
  • Philip Ross
  • Herbert Schoch

Abstract

Purpose - The purpose of this paper is to examine accounting students' experience of compulsory group work. The paper hypothesises that a student‐centered style of teaching‐involving activities, like case studies and group‐based learning encourages students to take a deeper approach to learning. The paper also sought students' suggestions to improve learning in a group environment and to identify areas for future research. Design/methodology/approach - There is a paucity of research that examines the relationships between group work and the adoption of a deep learning approach. This research uses empirical data in the form of a questionnaire with open and closed response options. This paper uses a qualitative method, phenomenography, to analyse the responses of 362 students. Findings - The findings reveal variations in conceptions of group work among students with evidence of both surface and deep approaches to learning. Research limitations/implications - The following limitations are recognised: the questionnaire may not have given students an opportunity to express their perceptions fully; the absence of demographic data did not permit consideration of cultural factors on the outcome and the analysis was able to focus only on perceptions of behaviour rather than actual behaviour. A major implication from the paper is the value of research into accounting education. The paper provides the opportunity to trial research, reflect upon and change curricula, delivery and assessment based on research findings. Originality/value - Student experiences in group work in accounting, while not entirely new, is however, an area not widely reported on.

Suggested Citation

  • Maria Cadiz Dyball & Anna Reid & Philip Ross & Herbert Schoch, 2010. "Compulsory group work – accounting students' conceptions and suggestions," Asian Review of Accounting, Emerald Group Publishing Limited, vol. 18(2), pages 92-105, July.
  • Handle: RePEc:eme:arapps:v:18:y:2010:i:2:p:92-105
    DOI: 10.1108/13217341011059372
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    References listed on IDEAS

    as
    1. Matthew Hall & Alan Ramsay & John Raven, 2004. "Changing the learning environment to promote deep learning approaches in first-year accounting students," Accounting Education, Taylor & Francis Journals, vol. 13(4), pages 489-505.
    2. Maria Cadiz Dyball & Anna Reid & Philip Ross & Herbert Schoch, 2007. "Evaluating Assessed Group-work in a Second-year Management Accounting Subject," Accounting Education, Taylor & Francis Journals, vol. 16(2), pages 145-162.
    3. Juliana Ng & Paul Lloyd & Ralph Kober & Peter Robinson, 1999. "Developing writing skills; a large class experience: a teaching note," Accounting Education, Taylor & Francis Journals, vol. 8(1), pages 47-55.
    4. Gordon Boyce & Sarah Williams & Andrea Kelly & Helen Yee, 2001. "Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education," Accounting Education, Taylor & Francis Journals, vol. 10(1), pages 37-60.
    5. Carol L. Colbeck & Susan E. Campbell & Stefani A. Bjorklund, 2000. "Grouping in the Dark," The Journal of Higher Education, Taylor & Francis Journals, vol. 71(1), pages 60-83, January.
    6. Hall, Matthew & Ramsay, Alan & Raven, John, 2004. "Changing the learning environment to promote deep learning approaches in first year accounting students," LSE Research Online Documents on Economics 2956, London School of Economics and Political Science, LSE Library.
    7. John Cullen & Sue Richardson & Rona O'Brien, 2004. "Exploring the teaching potential of empirically-based case studies," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 251-266.
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    Cited by:

    1. Kate Wynn-Williams & Nicola Beatson & Cameron Anderson, 2016. "The impact of unstructured case studies on surface learners: a study of second-year accounting students," Accounting Education, Taylor & Francis Journals, vol. 25(3), pages 272-286, June.

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