A new approach to improving and evaluating student workplace writing skills

Lynn, Susan A.; Vermeer, Thomas E.

doi:10.1016/s1085-4622(08)09006-8

Cited by 15 publications

(6 citation statements)

References 21 publications

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“…Evidence of the benefits that certain teaching and learning strategies have for skills development is plentiful. Lynn and Vermeer (2008) conclude that student written assignments could improve technical writing over time. Stainbank (2009), Dyball, Reid, Ross & Schoch (2007), and Ballantine and McCourt Larres (2009) observed positive student perceptions about the benefits of group work and cooperative learning, which complement Hwang, Lui & Tong's (2008) finding that cooperative learning results in students achieving significantly better marks compared to traditional learning approaches.…”

Section: Skills Development In Accounting Education Literaturementioning

confidence: 88%

An Evaluation Of An Integrated Case Study And Business Simulation To Develop Professional Skills In South African Accountancy Students

Merwe¹

2013

IBER

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One of the most debated topics in extant accounting education literature is that of professional skills. It appears that many universities are failing to sufficiently equip their graduates with the generic professional skills required for the workplace. The case study method and business simulations are two complementary teaching and learning tools that have proven successful in promoting the development and assessment of professional skills in accounting; however, very few existing cases or simulations appear to be integrated across the discipline areas within accountancy. This study aims to contribute to the field in three ways: 1) in aiding to fill the apparent gap in the literature on the usage of inter-disciplinary integrated case studies or simulations, 2) by producing a (hypothetical) case study and business simulation that can be used or adapted by accounting educators to develop and assess professional skills, and 3) by providing some evidence of students experiences (using a questionnaire adapted from a previous study) of such an assignment that can inform the development of future assignments. The findings show that the most obvious benefits of the assignment relate to the perceived level of learning that takes place and the exposure to real-life accountancy practice, as well as the perceived contribution to the development of various professional skills. A significant percentage of students did, however, experience high levels of stress and reported serious time constraints in completing the assignment.

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Section: Skills Development In Accounting Education Literaturementioning

confidence: 88%

An Evaluation Of An Integrated Case Study And Business Simulation To Develop Professional Skills In South African Accountancy Students

Merwe¹

2013

IBER

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“…Further, as these tools serve no real purpose in the student’s life, they do not create a very engaging environment. In general, traditional writing assignments do not create an authentic role, a real audience, or a true purpose for the students (Lynn & Vermeer, 2015). This type of traditional writing assignment is often not very engaging and does not foster active learning in the students.…”

Section: Literature Reviewmentioning

confidence: 99%

Making Meaningful Connections and Learning Workplace-Like Business Writing Through LinkedIn and Blogging

Sharma

2022

Business and Professional Communication Quarterly

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Business writing has been a desired skill in managers. The existing traditional business writing assessment tools like written examination and hand-in assignments based on genre-specific instructions do not create a workplace writing environment. The business management students (n = 98) engage with an innovative Web 2.0–based business writing tool using blogging and LinkedIn. The findings show that the tool created a workplace-like context, a meaningful purpose, and a real audience for the students. The students make and build relationships in the professional community using their business writing. The challenges and recommendations for BPC faculty are discussed.

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“…Several prior studies have examined the impacts of course‐based activities (see O'Connell et al ., 2003; Faux, 2008; Lynn and Vermeer, 2008; Webb and De Lange, 2009; Calvert and Kurji, 2012; Dellaportas and Hassall, 2013) and assessment tasks (see Perkins and Blythe, 1994; DeMong and Lindgren, 1994; Light and Cox, 2001; Perera and Nguyen, 2014; Mihret et al ., 2017) on various types of student learning and skills development outcomes. A considerable body of research in accounting education has been focused on curriculum design and learning, with an emphasis on learning outcomes.…”

Section: Background Literature On Learning Modelsmentioning

confidence: 99%

“…A considerable body of research in accounting education has been focused on curriculum design and learning, with an emphasis on learning outcomes. Some studies have examined the effect of various learning activities on skills such as team work (Clinton and Smith, 2009; Chen and Jones, 2010), communication and soft skills in a professional setting (Lynn and Vermeer, 2008; Apple and Gradisher, 2012; Dolce et al ., 2020). The effect of delivery strategies such as the use of lectures and projects (Kraut and Porter, 2012), in‐service audit practice (Woodland, 2009) and blended learning models to enhance students' engagement in lectures (Frick and Birt, 2017) have also been considered.…”

Section: Background Literature On Learning Modelsmentioning

confidence: 99%

Motivational appetites, cultural orientations and accounting students' learning

Wong

Taylor

et al. 2021

Accounting & Finance

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We examine the effect of cognitive and cultural factors on student learning in undergraduate accounting courses. Using survey data relating to mainstream course activities and assessment tasks, we find that the ‘motivational appetite’ concepts of liking and wanting, along with ‘cultural orientation’ of vertical‐collectivism and horizontal‐individualism exhibit a significant joint effect on student learning. Motivational appetite has a statistically significant main effect while cultural orientation exhibits only a joint effect. This result suggests that while cognitive processes transcend cultural influence, the latter affects students' learning through their interaction with cognitive factors. Implications for accounting course design are discussed.

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A new approach to improving and evaluating student workplace writing skills

Cited by 15 publications

References 21 publications

An Evaluation Of An Integrated Case Study And Business Simulation To Develop Professional Skills In South African Accountancy Students

An Evaluation Of An Integrated Case Study And Business Simulation To Develop Professional Skills In South African Accountancy Students

Making Meaningful Connections and Learning Workplace-Like Business Writing Through LinkedIn and Blogging

Motivational appetites, cultural orientations and accounting students' learning

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