Reflections on Teaching Financial Statement Analysis

Autor/in	Entwistle, Gary
Titel	Reflections on Teaching Financial Statement Analysis
Quelle	In: Accounting Education, 24 (2015) 6, S.555-558 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2015.1075314
Schlagwörter	Stellungnahme; Accounting; Financial Audits; Business Administration Education; Teaching Methods; Decision Making; Assignments; Articulation (Education); Money Management + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Assignment; Auftrag; Zuweisung; Articulation; Artikulation (Ling); Artikulation; Aussprache
Abstract	In her 2011 article "Towards a 'scholarship of teaching and learning': The individual and the communal journey," Ursula Lucas calls for more critical reflection on individual teaching experiences and encourages sharing such experiences with the wider academy. In this spirit Gary Entwistle reflects upon his experiences teaching financial statement analysis (FSA) after years of teaching financial accounting (FA). He discusses the absence of a solid structure in FSA, the need for a de- and reconstructive mindset, the importance of articulation, and the potential irrelevance of FA information in decision-making. He concludes with some thoughts on the FA user approach and the potential value of varied teaching assignments. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01