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Exploring the teaching potential of empirically-based case studies

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  • John Cullen
  • Sue Richardson
  • Rona O'Brien

Abstract

This paper explores the current debate about case studies in accounting education and accounting research and concludes that there is a potentially bigger role for case studies in furthering the alignment between accounting research, education and practice. It uses an empirically-researched, narratively-constructed case study in the context of an undergraduate accounting degree programme module to illustrate how this might be achieved. The paper provides evidence that, when real 'messy stories' of accounting in context are used within a problem-based learning context, they can play a significant role in meeting the challenges facing accounting education in the new millennium. Finally, the evidence suggests that research and teaching are inextricably intertwined and that the empirically-researched case studies, rather than lying dormant in the pages of academic journals, offer a powerful means of further effecting real accounting practice reform and promoting developments in accounting education.

Suggested Citation

  • John Cullen & Sue Richardson & Rona O'Brien, 2004. "Exploring the teaching potential of empirically-based case studies," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 251-266.
    • Handle: RePEc:taf:accted:v:13:y:2004:i:2:p:251-266
    DOI: 10.1080/09639280420001676648
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    References listed on IDEAS

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    1. Mark Hughes & Aidan Berry, 2000. "Learning by doing: a case study of qualitative accounting research," Accounting Education, Taylor & Francis Journals, vol. 9(2), pages 157-174.
    2. 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.
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    5. 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.
    6. Power, Michael K., 1991. "Educating accountants: Towards a critical ethnography," Accounting, Organizations and Society, Elsevier, vol. 16(4), pages 333-353.
    7. Hartwell Herring & Barry Bryan, 2001. "Curriculum development research: a literature guide," Accounting Education, Taylor & Francis Journals, vol. 10(3), pages 315-323.
    8. Markus Milne & Philip McConnell, 2001. "Problem-based learning: a pedagogy for using case material in accounting education," Accounting Education, Taylor & Francis Journals, vol. 10(1), pages 61-82.
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    4. Margaret Healy & Maeve McCutcheon, 2010. "Teaching with Case Studies: An Empirical Investigation of Accounting Lecturers' Experiences," Accounting Education, Taylor & Francis Journals, vol. 19(6), pages 555-567.
    5. Pavel Strach & Irena Stejskalova, 2015. "New Didactic Approaches in Accounting: Moving Beyond the Calculation Exercise," Proceedings of Business and Management Conferences 2304424, International Institute of Social and Economic Sciences.
    6. Sandra Milena Munoz López & Gustavo Alberto Ruiz Rojas & Héctor José Sarmiento Ramírez, 2015. "Didácticas para la formación en investigación contable: una discusión crítica de las prácticas de ensenanza," Revista Facultad de Ciencias Económicas, Universidad Militar Nueva Granada, vol. 0(1), pages 53-86, June.
    7. Parrado-Martínez, Purificación & Sánchez-Andújar, Sonia, 2020. "Development of competences in postgraduate studies of finance: A project-based learning (PBL) case study," International Review of Economics Education, Elsevier, vol. 35(C).

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