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Perceptions of the benefits of the A3 planner in facilitating project-based learning in accounting education

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  • Jing Wang
  • Vangelis Tsiligiris
  • Robert Hartley

Abstract

This paper evaluates ways of instilling project management skills into accounting-based learning by the use of an iterative A3 planner to plan, monitor and review assignment progress. The application of an A3 planner to facilitate a project-based learning (PBL) group assignment in undergraduate accounting education has been critically evaluated in terms of both the student and tutor experience. The study uses a mix of qualitative and quantitative data. Quantitative data assisting exploration of perceptions were collected through 100 undergraduate students. A series of focus group discussions were carried out to investigate students’ engagement and tutors’ teaching experiences regarding the adoption of the A3 planner. The results suggest that the A3 planner promotes active planning and effective management of a PBL group assignment. It makes students’ thought processes more visible thereby facilitating and enhancing the tutoring/mentoring process. Moreover a more interactive and transparent approach by doing assignment via the use of an iterative A3 planner has ensured more feedback points and action based efficiency in the doing approach for learners.

Suggested Citation

  • Jing Wang & Vangelis Tsiligiris & Robert Hartley, 2019. "Perceptions of the benefits of the A3 planner in facilitating project-based learning in accounting education," Accounting Education, Taylor & Francis Journals, vol. 28(3), pages 221-238, May.
    • Handle: RePEc:taf:accted:v:28:y:2019:i:3:p:221-238
    DOI: 10.1080/09639284.2018.1516151
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M., 2020. "Accounting education literature review (2019)," Journal of Accounting Education, Elsevier, vol. 51(C).

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