Subject & Research Guides: PRME: Pedagogical Research

Accounting - Pedagogical Research

Jones, Joanne, et al. “What's in It for Me? An Examination of Accounting Students'; Likelihood to Report Faculty Misconduct.” Journal of Business Ethics, vol. 123, no. 4, 2014, pp. 645–667.
Since there are so few controls over detecting and preventing faculty misconduct, one of the most common ways in which it is discovered is through student reports (in other words, whistleblowing). Given the importance of student reports in bringing to light faculty's ethical lapses, this paper seeks to understand what factors influence students' likelihood to report faculty misconduct. These results could aid in development of ethics education for students and could also inform the development of university policies that encourage students to come forward when faced with faculty misconduct.
SDG Topics: Quality Education / Reduced Inequalities / Peace, Justice & Strong Institutions.

The Future MBA by Giselle Weybrecht
Call Number: HF1111 .W49 2016
ISBN: 9781783533985
Publication Date: 2016
The Future MBA brings together 100 ideas on how to rethink management education in order to embed sustainability. This book acts as a creative toolkit for individuals working in management education on how to design new and innovative products, services, and experiences for the business school community with a focus on sustainability. What if we took a moment to stand back and look at the bigger picture? What would the business school of the future look like? Rather than a roadmap, the 100 ideas presented in this book are meant to be a source of inspiration in responding to these questions. Some ideas could be put into practice tomorrow, some would require a complete reassessment of the way we view business education, and others are meant to encourage more ideas and more action, to turn management education into a key player in moving the sustainability agenda forward.
SDG Topics: Affordable & Clean Energy / Decent Work & Economic Growth / Industry, Innovation & Infrastructure / Sustainable Cities & Communities / Responsible Consumption & Production / Climate Action.

Gordon, Irene. “Lessons to Be Learned: An Examination of Canadian and U.S. Financial Accounting and Auditing Textbooks for Ethics/Governance Coverage.” Journal of Business Ethics, vol. 101, no. 1, 2011, pp. 29–47.
This study examines a sample of three editions of 19 financial accounting and auditing textbooks ( n = 57) to explore the state of accounting educational content through the coverage of five key topics (ethics, professional judgment, governance, corporate social responsibility, and fraud) and 16 accounting scandals/troubled corporations. The study method is descriptive and uses independent sample t tests to identify significant differences over time and between countries.
SDG Topics: Quality Education / Peace, Justice & Strong Institutions.
Tietz, W. (2007). "Women and Men in Accounting Textbooks: Exploring the Hidden Curriculum". Issues in Accounting Education, Vol. 22(3), pp.459-480
The purpose of this study is to examine the representation of gender in introductory accounting textbooks. A content analysis of the homework items, the pictures, and the stories contained in 19 introductory accounting textbooks was conducted using both a quantitative and a qualitative approach. The results show that women and men are represented very differently throughout textbooks, thereby reinforcing gender stereotypes and gender role stratification. Given the accounting profession's explicit desire to increase diversity, accounting faculty need to be more aware of the implicit messages conveyed by our pedagogical materials.
SDG Topics: Quality Education / Gender Equality.

Opdecam, Evelien, et al. “Preferences for Team Learning and Lecture-Based Learning among First-Year Undergraduate Accounting Students.” Research in Higher Education, vol. 55, no. 4, 2014, pp. 400–432.
This study investigates students' "preference" for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business Administration Program, where students had to choose between one of the two learning methods (team learning or lecture-based) and subsequently followed their preferred method of pedagogy. The "results" show that female students had a higher preference for team learning than male students. Furthermore, students with a preference for team learning had a lower ability level, were more intrinsically motivated, had less control of their learning beliefs, were more help seeking, and were more willing to share their knowledge with peers. The team learning approach resulted in increased performance, compared to the lecture-based setting, while controlling for differences in gender and ability.
SDG Topics: Quality Education / Gender Equality / Reduced Inequalities.

The Future MBA by Giselle Weybrecht
Call Number: HF1111 .W49 2016
ISBN: 9781783533985
Publication Date: 2016
The Future MBA brings together 100 ideas on how to rethink management education in order to embed sustainability. This book acts as a creative toolkit for individuals working in management education on how to design new and innovative products, services, and experiences for the business school community with a focus on sustainability. What if we took a moment to stand back and look at the bigger picture? What would the business school of the future look like? Rather than a roadmap, the 100 ideas presented in this book are meant to be a source of inspiration in responding to these questions. Some ideas could be put into practice tomorrow, some would require a complete reassessment of the way we view business education, and others are meant to encourage more ideas and more action, to turn management education into a key player in moving the sustainability agenda forward.
SDG Topics: Affordable & Clean Energy / Decent Work & Economic Growth / Industry, Innovation & Infrastructure / Sustainable Cities & Communities / Responsible Consumption & Production / Climate Action.

Opdecam, Evelien, et al. “Preferences for Team Learning and Lecture-Based Learning among First-Year Undergraduate Accounting Students.” Research in Higher Education, vol. 55, no. 4, 2014, pp. 400–432.
This study investigates students' "preference" for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business Administration Program, where students had to choose between one of the two learning methods (team learning or lecture-based) and subsequently followed their preferred method of pedagogy. The "results" show that female students had a higher preference for team learning than male students. Furthermore, students with a preference for team learning had a lower ability level, were more intrinsically motivated, had less control of their learning beliefs, were more help seeking, and were more willing to share their knowledge with peers. The team learning approach resulted in increased performance, compared to the lecture-based setting, while controlling for differences in gender and ability.
SDG Topics: Quality Education / Gender Equality / Reduced Inequalities.
Dowling, Carlin, et al. “Do Hybrid Flexible Delivery Teaching Methods Improve Accounting Students' Learning Outcomes?” Accounting Education, vol. 12, no. 4, 2003, pp. 373–391.
This study investigates the association between the learning outcomes of students and two teaching models: a traditional face-to-face lecture/tutorial teaching model and a hybrid flexible delivery model. The hybrid flexible model is delivered using a combination of face-to-face seminars and electronic delivery and communication tools. It is found that academic performance is higher for students who studied under the flexible delivery model, achieved higher marks in prerequisite units, were female, or were younger.
SDG Topics: Quality Education / Gender Equality.