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Learning by doing: a case study of qualitative accounting research

Author

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  • Mark Hughes
  • Aidan Berry

Abstract

The increasing number of master's degrees in accounting as well as specialist MBA's mean that an understanding of research methods is now an important part of the toolkit of accounting educators. In the literature there has been an increasing interest in qualitative accounting research. Whilst this interest has been mirrored by an increase in qualitative methods textbooks, less is known about the experience of undertaking such research. This presents a problem for educators, as they need material for students to work with and analyse before they are able to design their own research projects. This paper presents a case study based upon an extensive piece of qualitative research concerned with the use of accounting information in decision-making processes in banking. Review, exploratory and application questions provide a framework through which the case study can be used as a learning resource for accounting educators, supervisors and students.

Suggested Citation

  • 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.
    • Handle: RePEc:taf:accted:v:9:y:2000:i:2:p:157-174
    DOI: 10.1080/09639280010011145
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    Cited by:

    1. 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.

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