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An exploration into factors that impact upon the learning of students from non-traditional backgrounds

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  • Jon Lyons

Abstract

UK higher education institutes (HEIs) have widened participation of students from non-traditional backgrounds. These include students who are aged over 21, students in paid employment, and those with non-traditional qualifications, perhaps from other countries or access courses. This has led to a need to explore factors that might impact upon the learning of such students. A greater understanding of such factors might better enable HEIs to provide all students with opportunities to study accounting. The participants in this study are first year students studying accounting at a post-1992 UK university, which has a high proportion of students from non-traditional backgrounds. A series of interviews with such students and the lecturers who teach them explores what engages and what detaches them from learning when studying accounting. The study suggests factors, such as employment and other commitments away from university and the student's relationship with the university, which might impact on how students engage in learning. The Note discusses the findings with reference to Lucas's (2003, A National Teaching Fellowship Project: Introductory accounting: Achieving relevance interest and understanding, available at: http://www.uwe.ac.uk/bbs/research/research/ntfs/Jan03.pdf accessed 21 August 2004) call for research in the area to be more qualitative and Reay et al's. (2001) Sociological Research Online, 5(4), consideration of Bourdieu's concept of institutional habitus and its influence on HEIs.

Suggested Citation

  • Jon Lyons, 2006. "An exploration into factors that impact upon the learning of students from non-traditional backgrounds," Accounting Education, Taylor & Francis Journals, vol. 15(3), pages 325-334.
    • Handle: RePEc:taf:accted:v:15:y:2006:i:3:p:325-334
    DOI: 10.1080/09639280600850836
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    References listed on IDEAS

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    1. Angus Duff, 1999. "Access policy and approaches to learning," Accounting Education, Taylor & Francis Journals, vol. 8(2), pages 99-110.
    2. Richard Wilson, 2002. "Accounting education research: a retrospective over ten years with some pointers to the future," Accounting Education, Taylor & Francis Journals, vol. 11(4), pages 295-310.
    3. Angus Duff, 2001. "Psychometric methods in accounting education: a review, some comments and implications for accounting education researchers," Accounting Education, Taylor & Francis Journals, vol. 10(4), pages 383-401.
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    Cited by:

    1. Nick Sciulli & Malcolm Smith & Phil Ross, 2009. "Benchmarking the First Year Accounting Unit: Evidence from Australia," Asian Journal of Finance & Accounting, Macrothink Institute, vol. 1(2), pages 115-115, December.
    2. Apostolou, Barbara & Hassell, John M. & Rebele, James E. & Watson, Stephanie F., 2010. "Accounting education literature review (2006–2009)," Journal of Accounting Education, Elsevier, vol. 28(3), pages 145-197.

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