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'Lights, Camera, Action!' Video Technology and Students' Perceptions of Oral Communication in Accounting Education

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  • Craig Cameron
  • Jennifer Dickfos

Abstract

This paper examines the influence of an authentic assessment item on three dimensions of oral communication in accounting education: skills, self-efficacy, and relevance. An explanatory mixed methods design is used to explore students' perceptions of their development. The results indicate that an elevator pitch assessment has a positive impact on all three dimensions. In particular, the employed video technology fosters greater self-awareness and a more accurate perception of skill levels, and enhances students' self-efficacy. The contextualised learning experience also enables students to better appreciate the relevance of oral communication to their future careers. The paper extends the literature on video technology, self-efficacy, and generic skills development in accounting education, and provides relevant stakeholders with evidence of an authentic activity that can assist with bridging the skills-expectation gap.

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  • Craig Cameron & Jennifer Dickfos, 2014. "'Lights, Camera, Action!' Video Technology and Students' Perceptions of Oral Communication in Accounting Education," Accounting Education, Taylor & Francis Journals, vol. 23(2), pages 135-154, April.
    • Handle: RePEc:taf:accted:v:23:y:2014:i:2:p:135-154
    DOI: 10.1080/09639284.2013.847326
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    References listed on IDEAS

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    1. Beverley Jackling & Paul De Lange, 2009. "Do Accounting Graduates' Skills Meet The Expectations of Employers? A Matter of Convergence or Divergence," Accounting Education, Taylor & Francis Journals, vol. 18(4-5), pages 369-385.
    2. Anna Jones, 2010. "Generic Attributes in Accounting: The Significance of the Disciplinary Context," Accounting Education, Taylor & Francis Journals, vol. 19(1-2), pages 5-21.
    3. Irene Tempone & Marie Kavanagh & Naomi Segal & Phil Hancock & Bryan Howieson & Jenny Kent, 2012. "Desirable generic attributes for accounting graduates into the twenty‐first century," Accounting Research Journal, Emerald Group Publishing Limited, vol. 25(1), pages 41-55, July.
    4. Binh Bui & Brenda Porter, 2010. "The Expectation-Performance Gap in Accounting Education: An Exploratory Study," Accounting Education, Taylor & Francis Journals, vol. 19(1-2), pages 23-50.
    5. Marie H. Kavanagh & Lyndal Drennan, 2008. "What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 48(2), pages 279-300, June.
    6. F. Elizabeth Gray & Niki Murray, 2011. "'A distinguishing factor': Oral Communication Skills in New Accountancy Graduates," Accounting Education, Taylor & Francis Journals, vol. 20(3), pages 275-294.
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    Cited by:

    1. Siriwardane, H.P. & Low, K.-Y. & Blietz, D., 2015. "Making entry-level accountants better communicators: A Singapore-based study of communication tasks, skills, and attributes," Journal of Accounting Education, Elsevier, vol. 33(4), pages 332-347.
    2. 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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