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A study of students' perceptions of the usefulness of case studies for the development of finance and accounting-related skills and knowledge

Author

Listed:
  • Sidney Weil
  • Peter Oyelere
  • Joanna Yeoh
  • Colin Firer

Abstract

Recent accounting and finance education literature indicates a trend towards an increasing use of case studies. The literature in this field is primarily descriptive, with no empirical evidence on the use or effectiveness of the method. This study examines students' perceptions of the use of case studies and the potential influences of gender and prior academic performance on such perceptions. The study focuses, in particular, on students' perceptions about whether case studies develop particular skills suggested in the literature. The questionnaire-based study was conducted in a postgraduate (Honours) class at a South African university. Analyses of the results reveal significant differences in students' perceptions of the benefits of the use of cases. Gender and prior academic performance-based differences in perception were also found. The study is useful for educators who use, or intend to use, case studies, as it highlights issues, such as the learning objectives of the course, which need to be addressed prior to curriculum design.

Suggested Citation

  • Sidney Weil & Peter Oyelere & Joanna Yeoh & Colin Firer, 2001. "A study of students' perceptions of the usefulness of case studies for the development of finance and accounting-related skills and knowledge," Accounting Education, Taylor & Francis Journals, vol. 10(2), pages 123-146.
    • Handle: RePEc:taf:accted:v:10:y:2001:i:2:p:123-146
    DOI: 10.1080/09639280110081642
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    References listed on IDEAS

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    1. Trevor Hassall & Sarah Lewis & Mike Broadbent, 1998. "Teaching and learning using case studies: a teaching note," Accounting Education, Taylor & Francis Journals, vol. 7(4), pages 325-334.
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    Cited by:

    1. Prerana Agrawal & Jacqueline Birt & Lyndie Bayne & Nikki Schonfeldt, 2022. "The use of case studies in developing students’ understanding of the concept ‘material misstatement’," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 62(S1), pages 1307-1338, April.
    2. Wolcott, Susan K. & Sargent, Matthew J., 2021. "Critical thinking in accounting education: Status and call to action," Journal of Accounting Education, Elsevier, vol. 56(C).
    3. Aldónio Ferreira & Andrijani Santoso, 2008. "Do students’ perceptions matter? A study of the effect of students’ perceptions on academic performance," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 48(2), pages 209-231, June.
    4. Joan Ballantine & Patricia McCourt Larres, 2004. "A critical analysis of students' perceptions of the usefulness of the case study method in an advanced management accounting module: the impact of relevant work experience," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 171-189.
    5. Jose Luis Arquero Montano & Sergio Manuel Jimenez Cardoso & John Joyce, 2004. "Skills development, motivation and learning in financial statement analysis: an evaluation of alternative types of case studies," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 191-212.
    6. Ralph Adler & Rosalind Whiting & Kate Wynn-Williams, 2004. "Student-led and teacher-led case presentations: empirical evidence about learning styles in an accounting course," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 213-229.
    7. Sidney Weil & Peter Oyelere & Elizabeth Rainsbury, 2004. "The usefulness of case studies in developing core competencies in a professional accounting programme: a New Zealand study," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 139-169.

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