A profile of communication apprehension in accounting majors: Implications for teaching and curriculum revision

Simons, Kathleen; Higgins, Mark; Lowe, Dana R.

doi:10.1016/0748-5751(95)00001-3

Cited by 62 publications

(64 citation statements)

References 16 publications

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“…Research by Simons, Higgins and Lowe (1995) on USA students confirms this finding for OCA and also (2003) conducted a longitudinal study that found no significant differences in the levels of CA in students entering and leaving an accounting course.…”

Section: Barriers To Communication Developmentmentioning

confidence: 49%

Communication apprehension and communication self‐efficacy in accounting students

Hassall

Montaño

Joyce

et al. 2013

Asian Review of Accounting

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Section: Barriers To Communication Developmentmentioning

confidence: 49%

Communication apprehension and communication self‐efficacy in accounting students

Hassall

Montaño

Joyce

et al. 2013

Asian Review of Accounting

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“…There is clear evidence that at both national and specific vocational levels Previous studies (Stanga and Ladd (1990), Simons, Higgins and Lowe (1995), and Hassall et al (2000)) have indicated that accounting students are recognised as having comparably high levels of communication apprehension. The results of this study infer that the apprehension is not initiated by accounting courses but it is present in students when they enrol onto an accounting course.…”

Section: Discussion and Ways Forwardmentioning

confidence: 94%

“…In order to assess the levels of communication apprehension for this study, an instrument was designed that incorporates the Personal Report of Communication Apprehension (PRCA-24) developed by McCroskey to measure OCA, and the WCA instrument devised by Daly and Miller (both instruments can be found in Simons et al, 1995). The resulting instrument consists of a 48-item questionnaire to be responded to on a 5-point Likert scale.…”

Section: Methodsmentioning

confidence: 99%

“…Stanga and Ladd (1990) Allen and Bourhis (1996), and Spitzberg and Cupach (1984) Evidence put forward by Stanga and Ladd (1990), Simons, Higgins and Lowe (1995), and Fordham and Gabbin (1996) suggests that accounting students appear to have above average levels of oral communication apprehension . A study by Hassall et al (2000) indicated that in the UK and Spain there were significant differences in OCA between accounting and business studies students.…”

Section: Barriers To Skill Developmentmentioning

confidence: 99%

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Communication apprehension and maths anxiety as barriers to communication and numeracy skills development in accounting and business education

Joyce

Hassall

Montaño

et al. 2006

Education + Training

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PRACTICAL IMPLICATIONS: Where high levels of communication apprehension in accounting students and maths anxiety in business studies students are shown to exist consideration must be given to relevant curriculum design and delivery, and the use of techniques designed to reduce apprehension/anxiety in the students concerned.Because the apprehension/anxiety is present on entry to Higher Education it may be that specific courses appear to be recruiting students whose perception of their 3 longer term vocational skills requirements may be inappropriate to their chosen career area.ORIGINALITY: Uses questionnaires to establish the levels of communication apprehension and maths anxiety in students at the commencement of their accounting and business courses in Higher Education. Establishes the underlying factors that are influential in determining the levels of apprehension and anxiety in individual students. Identifies specific differences in the areas of communication apprehension and maths anxiety between differently focused vocational courses, which have syllabus overlap, within a business school. Suggests further research in order to explore the specific curriculum change necessary to resolve the problem.

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“…Research posits that accounting students are likely to have a higher degree of oral communication apprehension than their peers (Simons, Higgins, & Lowe, 1995). Furthermore, studies have shown that employers and professional bodies look for novice accounting practitioners with strong communication skills (Bolt-Lee & Foster, 2003;Ulinski & O'callaghan, 2002).…”

Section: Presentations -Including Video Presentationsmentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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A profile of communication apprehension in accounting majors: Implications for teaching and curriculum revision

Cited by 62 publications

References 16 publications

Communication apprehension and communication self‐efficacy in accounting students

Communication apprehension and communication self‐efficacy in accounting students

Communication apprehension and maths anxiety as barriers to communication and numeracy skills development in accounting and business education

Authentic Assessment Design in Accounting Courses: A Literature Review

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