Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education

By G. Boyce, Sarah Williams, A. Kelly, Helen W. Yee. 2001

268 citations recorded by the source corpus.

It is vital that accounting educators take responsibility for the development of students' generic (soft) skills in conjunction with, discipline-specific skills. Research indicates that the typical learning styles of accounting students are not suited to the acquisition of generic skills. In this paper learning theory is used to provide a framework to support the use of case studies as a tool to promote appropriate learning styles and thereby enhance generic skill development. The paper details a number of strategies that may be implemented with case studies to achieve these goals. The implications for accounting educators, which are significant, are discussed.

Subfields: Accounting, Developmental and Educational Psychology, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/2568811dbfb5b40d61249e4eaba17219ebba1268

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Accounting

1. Anne Fortin
2. M. Milne
3. Fredric William Swierczek
4. Michèle Legault
5. R. Whiting
6. Tzu-Kuan Chiu
7. Yi-Hsin Wang

In Developmental and Educational Psychology

1. Anne Fortin
2. Anna Jones
3. Michèle Legault

In Management of Technology and Innovation

1. Anne Fortin
2. Fredric William Swierczek
3. Michèle Legault
4. R. Whiting

Citations in the corpus

• Development of Generic Competencies: Impact of a Mixed Teaching Approach on Students' Perceptions (2010, methodology): “Combining cases and PBL with role play, class discussions, student presentations, and cooperative learning is very effective in developing generic skills such as oral communication, analytical skills, critical thinking, and listening skills (Arquero Montano et al., 2004; Boyce et al., 2001).”
• Skills development in higher education in Vietnam (2009, background): “Meanwhile, active discussion and debating promote analytical and logical reasoning, conflict management, and negotiation skills (Boyce et al. 2001).”
• Generic Skills in Audit Education (2011, background): “Boyce, Williams Kelly and Yee (2001) examine teaching methods and note that case studies in auditing often focus on technical issues rather than developing generic skills and suggest that role-play could be used instead to develop communication (o–u) and information gathering skills (a–c).”
• Oral and written communication apprehension in accounting students: Curriculum impacts and impacts on academic performance (2005, background): “Evidence has appeared in the literature, both in terms of several of our courses (see, for example, Adler and Milne, 1997a), and also others (see Boyce et al., 2001; Weil et al., 2001) that helps substantiate claims to some of these learning outcomes, and that the kinds of curriculum changes made…”
• Generic Attributes in Accounting: The Significance of the Disciplinary Context (2010, background): “There is already a considerable body of research into the ways in which generic skills and attributes are taught in the context of accounting and business studies (Boyce et al., 2001; De La Harpe et al., 2000; Hill and Milner, 2006; Humphreys et al., 1997; Monks, 1995).”