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Oral and written communication apprehension in accounting students: Curriculum impacts and impacts on academic performance

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  • Clare Gardner
  • Markus Milne
  • Carolyn Stringer
  • Rosalind Whiting

Abstract

In the context of an accounting curriculum that has been significantly modified over the past decade in response to calls for skills development, this study investigates the impacts of curriculum on students' levels of communication apprehension. An emerging concern in accounting is that attempts made to improve students' communication skills may fail or be less effective for some students because such attempts do not improve, or may even exacerbate, students' anxiety about communicating, which in turn leads to poorer performance. The results from this New Zealand study show that students in their final year of study in which they are exposed to greater communication demands do not, on average, have higher levels of communication apprehension in earlier studies than their peers do. The levels of communication apprehension for final year students decline most markedly for those students starting with higher average levels of apprehension. The results fail to find any strong associations between levels of communication apprehension and students' abilities to advance in their studies or average levels of academic performance. One finding that opens up the possibility for further research, however, is that students' anxiety about communicating in interviews is not reduced.

Suggested Citation

  • Clare Gardner & Markus Milne & Carolyn Stringer & Rosalind Whiting, 2005. "Oral and written communication apprehension in accounting students: Curriculum impacts and impacts on academic performance," Accounting Education, Taylor & Francis Journals, vol. 14(3), pages 313-336.
    • Handle: RePEc:taf:accted:v:14:y:2005:i:3:p:313-336
    DOI: 10.1080/06939280500077269
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    Citations

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    Cited by:

    1. Atif Aziz & Faizuniah Pangil, 2017. "Moderating Effect of and Emotional Intelligence on the Relationship between Skills and Employability," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 7(3), pages 1-22, March.
    2. Arquero, José Luis & Fernández-Polvillo, Carmen & Hassall, Trevor & Joyce, John, 2017. "Relationships between communication apprehension, ambiguity tolerance and learning styles in accounting students," Revista de Contabilidad - Spanish Accounting Review, Elsevier, vol. 20(1), pages 13-24.
    3. Luis Arquero, José & González-González, José María & Hassall, Trevor & Joyce, John, 2013. "Autoconcepto en capacidades de comunicación y aprensión: un estudio comparativo de los estudiantes en los nuevos grados del área de Ciencias Económicas y Empresariales," Revista de Contabilidad - Spanish Accounting Review, Elsevier, vol. 16(1), pages 24-31.
    4. Paisey, Catriona & Paisey, Nicholas J., 2010. "Developing skills via work placements in accounting: Student and employer views," Accounting forum, Elsevier, vol. 34(2), pages 89-108.
    5. Pan, Peipei & Perera, Hector, 2012. "Market relevance of university accounting programs: Evidence from Australia," Accounting forum, Elsevier, vol. 36(2), pages 91-108.
    6. Lin Mei Tan & Fawzi Laswad, 2018. "Professional skills required of accountants: what do job advertisements tell us?," Accounting Education, Taylor & Francis Journals, vol. 27(4), pages 403-432, July.
    7. Nabil Ibrahim & John Angelidis, 2009. "The Relative Importance of Ethics as a Selection Criterion for Entry-Level Public Accountants: Does Gender Make a Difference?," Journal of Business Ethics, Springer, vol. 85(1), pages 49-58, February.

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