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Student Workload and Assessment: Strategies to Manage Expectations and Inform Curriculum Development

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  • Glennda Scully
  • Rosemary Kerr

Abstract

This study reports the results of a survey of student study times and perceptions of workload in undergraduate and graduate accounting courses at a large Australian public university. The study was in response to student feedback expressing concerns about workload in courses. The presage factors of student workload and assessment in Biggs' 3P model are used because these factors can influence students' approaches to learning and therefore course improvements based on these factors could bring the greatest benefits. The findings suggest that the workload is not too heavy but that student perceptions of workload can be improved by clearer communication of teacher expectations and targeted course review to implement constructively aligned curricula. Initiatives implemented in assessment and to better match workload expectations between student and teacher are discussed and could be generalized to most courses. Areas for further research in student workload management are proposed.

Suggested Citation

  • Glennda Scully & Rosemary Kerr, 2014. "Student Workload and Assessment: Strategies to Manage Expectations and Inform Curriculum Development," Accounting Education, Taylor & Francis Journals, vol. 23(5), pages 443-466, October.
    • Handle: RePEc:taf:accted:v:23:y:2014:i:5:p:443-466
    DOI: 10.1080/09639284.2014.947094
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    Cited by:

    1. Hwee Ping Koh & Glennda Scully & David R. Woodliff, 2018. "Can Anticipating Time Pressure Reduce the Likelihood of Unethical Behaviour Occurring?," Journal of Business Ethics, Springer, vol. 153(1), pages 197-213, November.
    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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