The effectiveness of interactive professional learning experiences as a pedagogical tool: Evidence from an audit setting

Simulation – is it all worth it? The impact of simulation from the perspective of accounting students

“…Within the limited literature available, focussing on simulation, there is recognition of the need for real-life appreciation and application within the classroom in order to bring the subject to life (Boyce et al, 2001;Drake, 2011). As has been previously explored by this institution, the involvement of practitioners is something which the literature recognises as beneficial for the subject and serves to create links between theory and practice in developing students ready for employment (Wells et al, 2009;Sanchez, Agoglia & Brown, 2012). Lean, Moizer, Warren (2015) contend that whilst there is a range of literature discussing the benefits of simulations, there is limited research evidencing the impact of their use.…”

“…The previous initiative of using corporate partners included visiting seminar activities from a local firm (Ryecroft Glenton) who carried out a number of tasks with students, based on the case of a multinational client (Slack, Loughran & Abrahams, 2014;Sanchez, Agoglia & Brown, 2012). The implications of these initiatives, however, included cost, timetabling and resourcing implications (which the practitioners dictated) and in some cases students became critical of the visiting practitioners (with comments including 'they are not proper teachers').…”

Assessing the Relevance of Undergraduate Auditing Education: A Scoping Review

“…The idea of IPLE is to bring practitioners into auditing classrooms to give lectures on certain topics so students could get meaningful learning experience. Sanchez et al (2012) provide a touch of interactivity in the relationship between practitioners and students, by asking practitioners to give professional supervisory to the results of student work. IPLE is proven effective in increasing students' learning outcomes and bringing students closer to practitioners (Sanchez et al, 2012).…”

“…Sanchez et al (2012) provide a touch of interactivity in the relationship between practitioners and students, by asking practitioners to give professional supervisory to the results of student work. IPLE is proven effective in increasing students' learning outcomes and bringing students closer to practitioners (Sanchez et al, 2012). Close collaboration between practitioners and academics is a way to maintain the relevance of content and pedagogy in auditing education (Sanchez et al, 2012).…”

“…IPLE is proven effective in increasing students' learning outcomes and bringing students closer to practitioners (Sanchez et al, 2012). Close collaboration between practitioners and academics is a way to maintain the relevance of content and pedagogy in auditing education (Sanchez et al, 2012).…”