Engaging First Year Learners: Creating Learning Pathways via Relevance in an Accounting Decision-Making Course

By Nicholas McGuigan and Kirsten MacDonald.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper intends to explore student perspectives of engagement in an accounting decision-making course (Acct 102). The paper initially describes the context within which the action research takes place, including the nature of the course, its learning objectives and its educational philosophy. Using Cardno/Piggot-Irvine (1994) research model, three stages of action are documented, namely, reconnaissance, intervention and evaluation. Relevance, an identified key theme in the reconnaissance stage, is used to address the problem of student re-engagement in an introductory university course, with references to appropriate interventions and literature. An evaluation of the implemented interventions follows and the paper concludes with suggestions for further research.

Keywords: Student Perceptions, Curriculum Design, Experiential Learning, Accounting Education

The International Journal of Learning, Volume 15, Issue 2, pp.149-162. Article: Print (Spiral Bound). Article: Electronic (PDF File; 993.562KB).

Nicholas McGuigan

Lecturer, Centre of Accounting, Education and Research, Lincoln University, Christchurch, Canterbury, New Zealand

Mr Nicholas McGuigan has taught accountancy at Lincoln University since 2005. His research interests include, accounting education and environmental sustainability. He is currently involved in phenomenographic research looking at the application of mobile technologies to support traditional learners, active methods of facilitation to re-engage student learners and student perceptions in introductory accounting courses.

Kirsten MacDonald

Lecturer, Commerce Division, Lincoln University, Lincoln, Canterbury, New Zealand

Kirsten MacDonald has been teaching Finance at Lincoln University since 1998. Her areas of research interest include, accounting and finance education, non-banking financial institutions and securitisation. Kirsten is currently involved in research investigating the provision of active teaching methods in order to reinvigorate the first-year learning experience.

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