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The budgetary interview: Intentional learning for students in governmental and non-profit accounting

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  • Killian, Larita

Abstract

Learning-to-learn skills are critical to the future success of accounting students. This paper reports on a budgetary interview exercise that helps students develop as intentional learners. Students select a government or non-profit agency to investigate, arrange an interview with an agency official to discuss the budgetary process, write a technical paper on what was learned, and record their reflections on the experience. The budgetary interview exercise was implemented with undergraduate students in governmental and non-profit accounting courses over four academic years (one course per year). Effectiveness of the exercise was assessed via content analysis of student papers and reflections. Results indicate the exercise was highly effective in helping students develop intentional learning skills. Furthermore, students successfully connected classroom material to “real-world” practice, and most students reflected on potential careers in governmental or non-profit sectors. Appendices provide materials that instructors may use to implement this exercise.

Suggested Citation

  • Killian, Larita, 2013. "The budgetary interview: Intentional learning for students in governmental and non-profit accounting," Journal of Accounting Education, Elsevier, vol. 31(3), pages 350-362.
    • Handle: RePEc:eee:joaced:v:31:y:2013:i:3:p:350-362
    DOI: 10.1016/j.jaccedu.2013.04.001
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    References listed on IDEAS

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    1. Law, David & Shaffer, Raymond J. & Stout, David E., 2009. "Bridging the education–profession gap: The Accounting Student–Practitioner Day (ASPD) program," Journal of Accounting Education, Elsevier, vol. 27(3), pages 133-146.
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    Cited by:

    1. Wilkin, Carla L., 2014. "Enhancing the AIS curriculum: Integration of a research-led, problem-based learning task," Journal of Accounting Education, Elsevier, vol. 32(2), pages 185-199.

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