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Meta programme patterns in accounting educators at a UK business school

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  • Nigel Brown

Abstract

The purposes of this study are to compare the results of two alternative methods of eliciting meta programmes, the Motivation Profile Questionnaire (MPQ) and the Language and Behaviour (LAB) Profile semistructured interview, and to identify whether accounting educators exhibit any dominant meta programmes. An individual trained to use the LAB Profile interviewed a sample of 14 accounting educators who then completed the MPQ. The results of the MPQ and the LAB Profile identified three common patterns, indicating a good degree of correlation between the two methods. Identification of the key meta programmes of the accounting educators may have benefits in their teaching and is the precursor to a larger study of the meta programmes of accounting undergraduates, which can now be undertaken in a cost effective way using the MPQ.

Suggested Citation

  • Nigel Brown, 2002. "Meta programme patterns in accounting educators at a UK business school," Accounting Education, Taylor & Francis Journals, vol. 11(1), pages 79-91.
    • Handle: RePEc:taf:accted:v:11:y:2002:i:1:p:79-91
    DOI: 10.1080/09639280210153281
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    Cited by:

    1. Nigel Brown, 2006. "The development of a questionnaire assessing metacognitive patterns of students majoring in accounting in higher education," Accounting Education, Taylor & Francis Journals, vol. 15(3), pages 301-323.
    2. Nigel Brown, 2003. "A comparison of the dominant meta programme patterns in accounting undergraduate students and accounting lecturers at a UK business school," Accounting Education, Taylor & Francis Journals, vol. 12(2), pages 159-175.

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