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Tackling an accounting coursework assignment - action research on the student perspective

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  • Len Hand

Abstract

The study focused upon first year undergraduates' experiences and perceptions of a major coursework assignment in accounting. The context was a modular programme with several hundred students from many different courses taking a common first year, first semester introductory accounting module. In the role of a reflective practitioner, the author adopted an action research approach, and gathered various forms of evidence including in-depth interviews with four students at key points during and after completion of their courseworks. The main issues highlighted were: (1) the effect which the university, as a new environment, has on learning in the early weeks of a course, and the fractured nature of learning in a semesterized course; (2) the personal strategies which students adopt for scheduling time on coursework, and the way in which this may differ from the expectations of staff; (3) the variety of learning approaches represented within the student group. These issues are reflected upon and implications for both the author's practice and for other practitioners are considered.

Suggested Citation

  • Len Hand, 1998. "Tackling an accounting coursework assignment - action research on the student perspective," Accounting Education, Taylor & Francis Journals, vol. 7(4), pages 305-323.
    • Handle: RePEc:taf:accted:v:7:y:1998:i:4:p:305-323
    DOI: 10.1080/096392898331090
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    Cited by:

    1. Richard T. Grenci, 2013. "Positioning Computer Literacy As A Valueadded Business Core Course," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 5(1), pages 67-80.
    2. Robyn A Davidson Author_Email: NIL, 2011. "Ethics! Teaching Ethics To Accounting Students," Annual Summit on Business and Entrepreneurial Studies (ASBES 2011) Proceeding 2011-018-146, Conference Master Resources.

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