Teamwork in the accounting curriculum: stakeholder expectations, accounting students’ value proposition, and instructors’ guidance

Oosthuizen, Heinrich; Lange, Paul De; Wilmshurst, Trevor; Beatson, Nicola

doi:10.1080/09639284.2020.1858321

Cited by 32 publications

(14 citation statements)

References 42 publications

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“…Building self-confidence, positive attitude and enhancing business awareness skills were also rated highly by both groups. These results also support the prior research that experience in real-work settings has benefitted student learning in the development of a range of skills including teamwork, social and human relationship skills (Beard, 2007; Paisey and Paisey, 2010; Oosthuizen et al , 2021; Plant et al , 2019), one’s perception of self-efficacy (Beck and Halim, 2008; Rubin, 2002; Surridge, 2009), in addition to the skills in social networking (Bullen et al , 2018).…”

Section: Resultssupporting

confidence: 85%

“…As shown in Table 4, both groups were positive about their working relationships with mentors and co-workers, particularly in giving them a good and pleasant experience. This is an indication that students having participated in the two extracurricular activities have enhanced their social and interpersonal skills and gained some insights about self and teamwork as found by Beard (2007), Paisey and Paisey (2010); Oosthuizen et al (2021); and Plant et al (2019).…”

Section: Resultsmentioning

confidence: 75%

“…Numerous studies have consistently shown a number of employability skills highly regarded by employers, such as interpersonal and personal skills (de Lange et al , 2006; Johnson and Johnson, 1995; Tan and Laswad, 2015), adaptability, communication, teamwork and use of technology (Bremser and White, 2000; Jackling and de Lange, 2009; Jackson and Meek, 2021; Oosthuizen et al , 2021; Plant et al , 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…As a result, concerns over the skills gap issue have led to calls for universities to consider ways to foster skills development in this era of advanced changes in technology and globalisation of economies in the business environment (Jones, 2010) and particularly for those institutions seeking accreditation and re-accreditation with highly-sought-after educational accreditation bodies such as the European Foundation for Management Development (EFMD) and the Association to Advance Collegiate Schools of Business (AACSB) (Butler et al , 2019; Oosthuizen et al , 2021). In their standards relating to student skill development and curriculum design, these accreditation bodies have clearly identified the requisite skills to improve the career readiness and employability of accounting students by emphasising both the technical and non-technical skills and competencies required for accreditation.…”

Section: Literature Reviewmentioning

confidence: 99%

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Bridging the employability skills gap: going beyond classroom walls

Tan

Laswad

2021

PAR

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Purpose Employability skills are critical for success in the workplace, even more so in this era of globalisation of economies and advancement in technologies. However, there is ample evidence of the gap between the skills acquired by graduates at universities and the skills expected by employers in the workplace. Applying the modes of grasping and transforming the experience embodied in Kolb’s experiential learning theory (ELT) (1976, 1984), the purpose of this paper is to examine the development of employability skills of accountancy students through their involvement in two extracurricular activities: community accounting and an accountancy club. Design/methodology/approach Underpinned by Kolb’s (1976, 1984) four modes of ELT and work-integrated learning to develop professional competencies required for future work, an online survey of accounting students was conducted to assess their reflections on involvement in these two aforementioned extracurricular activities over a two-year period. Findings The findings indicate that the students had developed useful cognitive and behavioural skills from their participation in these extracurricular activities. These findings are consistent with the literature on internships and service-learning, both of which have been associated with transferable skills development. Originality/value Prior studies focused on in-classroom learning activities or internships to help students develop various essential skills required in the workplace. However, extracurricular activities have received little attention in the accounting education literature. This study provides insights into skills accounting students can gain from extracurricular participation in community accounting and an accountancy club.

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Section: Resultssupporting

confidence: 85%

Section: Resultsmentioning

confidence: 75%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Bridging the employability skills gap: going beyond classroom walls

Tan

Laswad

2021

PAR

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“…Other skills that can be improved are critical thinking and problem-solving skills (Kumi-Yeboah, Yuan and Dogbey, 2017; Opdecam and Everaert, 2012;Samkin and Keevy, 2019). What is further beneficial to the students exposed to cooperative learning is that the skills gained from cooperative learning are found to be highly transferable to work environments, where working within a team is an integral part of the business world (Kumi-Yeboah, Yuan and Dogbey, 2017 ;Oosthuizen, et al, 2020).…”

Section: Benefits and Challenges Of Cooperative Learningmentioning

confidence: 99%

The Effectiveness of Cooperative Learning in an Online Learning Environment Through a Comparison of Group and Individual Marks

Malan

2021

EJEL

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Cooperative learning is a learning approach where students are placed into groups to work towards a common goal. Prominent learning theories state that students learn best when they construct their own knowledge in an active learning environment where they can socially interact and collaborate to reach a desired outcome. Cooperative learning provides such a learning environment and has the benefit of creating an active learning community where students can develop transferable skills. Online learning has grown steadily over the past few years, but even more so during the COVID-19 pandemic where tertiary institutions’ only option was to continue with their academic programmes remotely through online learning platforms. With online learning becoming a prominent feature, calls are made to educators to examine teamwork and cooperation and how this can be facilitated in an online setting. In the online learning environment it is important to promote collaborative engagement to counteract feelings of isolation and encourage deep learning to occur. In the second accounting module of a fully online degree, students are exposed to a case study, with a group assignment as well as an individual assignment component. The aim of this study is to determine whether group work can be effective by comparing group marks to individual marks. The study further elicits the perceptions of the online students to determine their views regarding group work, the process that they followed to collaborate, as well as their perceptions regarding skills developed using the case study approach. A mixed-methods approach was followed, using the group and individual marks and combining those with the survey analysis and qualitative data analysis from a questionnaire. It was found that the average mark for the group assignment is higher than for the individual assignment and that the individual assignment shows a greater spread of marks. For male students who prefer to work within a group, their group mark is higher than their individual mark, showing that they did receive the benefit from working within a group. Students agreed that group work is a valuable skill that will be needed in their future careers and that the group work enabled them to learn from their group members. Working in a group requires a lot of time and effort, but students will elicit the strategies required to gain the necessary knowledge and solve the problem posed to them. Students mentioned several other skills that they perceived were developed through their exposure to the group work; skills such as communicating well, listening with intent, negotiating a point of view, researching alternatives and solving a problem were all enhanced through their participation in their groups. The results suggest that group work can be effectively achieved and managed in an online setting, albeit with special care around the logistical and technological challenges that can be experienced. Cooperative learning in the form of group work is not always welcomed by all students, but it will enable them to navigate their future careers where teamwork will be a prominent feature.

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The Four Pillars of Peer Assessment for Collaborative Teamwork in Higher Education

Sridharan

McKay

Boud

2023

Social Interaction in Learning and Development

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Peer learning is an umbrella term covering diverse strategies supporting students to learn from each other. Studies highlight the power of combining two intertwined models of peer learning, namely peer assessment/feedback and collaborative team-based learning, to prepare graduates for the world of work and encourage acceptable social behaviours. Nevertheless, this approach comes with distinct challenges of marking bias, implementation difficulties, quality, trust and other issues. Studies addressing these challenges in the collaborative teamwork context are sparse and fail to consider the complex and intertwined challenges. Responding to this need, we propose a four-pillar framework comprising veracity, validity, volume and literacy to provide a strong footing on which to base future work in this area. Each of the pillars supports specific but overlapping aspects of peer assessment including assessment design (veracity pillar); implementation considerations (validity pillar); technology factors (volume pillar); and roles and responsibilities (literacy pillar). The framework aims to support educators, policymakers and scholars in mitigating challenges to reimagine and renew peer learning practices to effect positive change.

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Teamwork in the accounting curriculum: stakeholder expectations, accounting students’ value proposition, and instructors’ guidance

Cited by 32 publications

References 42 publications

Bridging the employability skills gap: going beyond classroom walls

Bridging the employability skills gap: going beyond classroom walls

The Effectiveness of Cooperative Learning in an Online Learning Environment Through a Comparison of Group and Individual Marks

The Four Pillars of Peer Assessment for Collaborative Teamwork in Higher Education

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