COVID-19 and emergency online and distance accounting courses: a student perspective of engagement and satisfaction

Lux, Gulliver; Callimaci, Antonello; Caron, Marie‐Andrée; Fortin, Anne; Smaïli, Nadia

doi:10.1080/09639284.2022.2039729

Cited by 16 publications

(17 citation statements)

References 94 publications

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“…The study specifically addresses students' opinions on whether they received a high-quality learning experience on their HE course (lecturer, assessment and curriculum), and how their experience affected the level of generic skills they acquired. Students confirm the lecturer as pivotal to the quality of the learning experience, and as gaining this respect through integrating different pedagogical techniques to provide a range of learning opportunities and to cater for the varying needs of students, as found in previous studies (Apostolou et al, 2009;Mcvay et al, 2008;Agogu e and Robinson, 2021;Wong et al, 2015;Lux et al, 2023). The findings also indicate that the students preferred lecturers who instigated a positive learning environment and incorporated real-life examples within the academic curriculum, thereby expanding the student learning experience.…”

Section: Discussionsupporting

confidence: 71%

Accountancy students’ perceptions of the quality of teaching and learning experiences in two UK business schools: implications for generic skills development

Sawan,

Al-Hajaya,

Alshhadat

et al. 2024

JIEB

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Purpose Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development. Design/methodology/approach A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development. Findings Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development. Practical implications The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes. Originality/value This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

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Section: Discussionsupporting

confidence: 71%

Accountancy students’ perceptions of the quality of teaching and learning experiences in two UK business schools: implications for generic skills development

Sawan,

Al-Hajaya,

Alshhadat

et al. 2024

JIEB

View full text Add to dashboard Cite

show abstract

“…As the pandemic continued to evolve beyond the early stages, accounting faculty may hold different perspectives on how it impacted their work. Our study also expands the pandemic-related accounting education research that examines student engagement and satisfaction (Ali et al 2020;Lux et al 2022), as no study to date examines how accounting faculty's productivity was impacted and how those effects may be different for specific individuals (i.e., caregivers).…”

Section: Introductionmentioning

confidence: 84%

“…A recent global survey found that caregiving responsibilities increased by 46%, or 7.6 hours per week, during the pandemic (Merck KGaA 2021). Although research has begun to explore the different challenges related to the pandemic faced by accounting faculty and students (Ali et al 2020;Lux et al 2022), one unexplored yet important challenge is to understand how and why the pandemic has affected the productivity of accounting faculty who have experienced these blurred boundaries between work and family life. To explore how changes in work and family life caused by the pandemic have affected the productivity of accounting faculty, we examine the productivity differences between those who identify as caregivers of children under the age of 18 ("caregivers") and those who do not ("non-caregivers").…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Impacts of the COVID‐19 Pandemic on Productivity: A Study of Accounting Faculty Who Are Caregivers of Children*

Wick

Lento

2023

Accounting Perspectives

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This study explores how the COVID‐19 pandemic affected the productivity of accounting faculty who identify as caregivers of children. We examine the effects on caregivers of children because of the significant shift in the family‐work interface that resulted from remote working and learning. We draw on existing family‐work conflict research to develop four hypotheses that explore why the productivity of accounting faculty who are caregivers of children might be affected differently during the pandemic than that of accounting faculty who are non‐caregivers of children. We surveyed accounting faculty primarily across Canada and the United States. We find that accounting faculty caring for children during the pandemic experienced reduced research, teaching, and service productivity because of increased family‐work conflict and depletion. We supplement our main findings with an analysis of open‐ended questions to further understand productivity changes and supports for research, teaching, and service. Our study contributes to research examining family‐work conflict, employee productivity, and the accounting profession by making practical recommendations for providing targeted support for caregivers of children during times of crisis.

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“…The pandemic was the most significant disruption experienced by the modern educational system (Pokhrel and Chhetri, 2021). The abrupt and prolonged shift from the traditional in-person model to a remote, online, or hybrid model has resulted in the need for new teaching approaches and skills (Sangster et al ., 2020) and an additional focus on student engagement and wellness (Lux et al ., 2022).…”

Section: Introductionmentioning

confidence: 99%

Scholarship of teaching and learning at AACSB accredited business school: who’s doing it, and how’s it captured?

Siddiqui,

Lento

2024

IJEM

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PurposeThis paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how AACSB-accredited business schools capture SoTL research as part of their portfolio of intellectual contributions.Design/methodology/approachThis study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States.FindingsThe findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB-accredited business school captures SoTL with their journal ranking frameworks.Practical implicationsBased on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g. business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoPs). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research.Originality/valueThis is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalized regarding SoTL research. Understanding how these standards are adopted and implemented could help institutional leaders, standard setters and administrators better facilitate SoTL research.

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COVID-19 and emergency online and distance accounting courses: a student perspective of engagement and satisfaction

Cited by 16 publications

References 94 publications

Accountancy students’ perceptions of the quality of teaching and learning experiences in two UK business schools: implications for generic skills development

Accountancy students’ perceptions of the quality of teaching and learning experiences in two UK business schools: implications for generic skills development

Exploring the Impacts of the COVID‐19 Pandemic on Productivity: A Study of Accounting Faculty Who Are Caregivers of Children*

Scholarship of teaching and learning at AACSB accredited business school: who’s doing it, and how’s it captured?

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