Purpose–The purpose of this study is to investigate the impact a group work assessment activity from a second year core accounting unit has on the generic skills of culturally diverse students. Method–A questionnaire was completed by 121 students enrolled in a second year core accounting unit. The responses were then categorised as students from an English Speaking Background (ESB) or Non-English Speaking Background (NESB). The questionnaire was designed to collect student feedback on the perceived contribution the group assignment had on their generic skills. Implications–These results seem to confirm a growing trend with respect to the problematic nature of designing part of a curriculum to specifically develop generic skills. The development of generic skills for accounting students may be improved by sourcing expertise outside the accounting discipline. Support services that focus on teaching and learning strategies should be used to develop assessment tasks that target few, but specific generic skills.
|Keywords:||Accounting Education, Generic Skills, Group Assessment Task, English Speaking Background, Non-english Speaking Background|
Senior Lecturer, Faculty of Business and Law, Victoria University, Melbourne, Victoria, Australia
Lecturer in Accounting, School of Accounting and Finance, VIctoria University, Melbourne, VIC, Australia