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Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education

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  • Gordon Boyce
  • Sarah Williams
  • Andrea Kelly
  • Helen Yee

Abstract

It is vital that accounting educators take responsibility for the development of students' generic (soft) skills in conjunction with, discipline-specific skills. Research indicates that the typical learning styles of accounting students are not suited to the acquisition of generic skills. In this paper learning theory is used to provide a framework to support the use of case studies as a tool to promote appropriate learning styles and thereby enhance generic skill development. The paper details a number of strategies that may be implemented with case studies to achieve these goals. The implications for accounting educators, which are significant, are discussed.

Suggested Citation

  • Gordon Boyce & Sarah Williams & Andrea Kelly & Helen Yee, 2001. "Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education," Accounting Education, Taylor & Francis Journals, vol. 10(1), pages 37-60.
    • Handle: RePEc:taf:accted:v:10:y:2001:i:1:p:37-60
    DOI: 10.1080/09639280121889
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    References listed on IDEAS

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    1. Peter Booth & Peter Luckett & Rosina Mladenovic, 1999. "The quality of learning in accounting education: the impact of approaches to learning on academic performance," Accounting Education, Taylor & Francis Journals, vol. 8(4), pages 277-300.
    2. Jean Keddie & Eileen Trotter, 1998. "TEACHING NOTE Promoting participation-breathing new life into the old technology of a traditional tutorial: a teaching note," Accounting Education, Taylor & Francis Journals, vol. 7(2), pages 171-181.
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