Is International Accounting Education Delivering Pedagogical Value?

Autor/inn/en	Patel, Chris; Millanta, Brian; Tweedie, Dale
Titel	Is International Accounting Education Delivering Pedagogical Value?
Quelle	In: Accounting Education, 25 (2016) 3, S.223-238 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2016.1161526
Schlagwörter	Foreign Countries; Accounting; Graduate Students; Study Abroad; Educational Quality; Student Surveys; Semi Structured Interviews; Asians; Learning Strategies; Costs; Educational Resources; Cohort Analysis; Measures (Individuals); Preferences; Comparative Analysis; Multivariate Analysis; Qualitative Research; Teaching Methods; Educational Needs; Australia + Suchen Sie Ihr Suchwort? Ausland; Abrechnung; Buchführung; Buchhaltung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studies abroad; Auslandsstudium; Quality of education; Bildungsqualität; Schülerbefragung; Asian; Asiat; Asiatin; Asiaten; Asiate; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cost; Kosten; Bildungsmittel; Kohortenanalyse; Messdaten; Multivariate Analyse; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Educational need; Bildungsbedarf; Australien
Abstract	This paper examines whether universities are delivering pedagogical value to international accounting students commensurate with the costs of studying abroad. The paper uses survey and interview methods to explore the extent to which Chinese Learners (CLs) in an Australian postgraduate accounting subject have distinct learning needs. The paper then reviews universities' responses to these needs, especially in light of funding and resource pressures. The paper reinforces findings that CLs have different learning approaches to local students, but not inferior or "shallow" approaches. However, since CLs face distinctive financial and social pressures to achieve high results, their learning practices may be more sensitive to changes in teaching and assessment, such that cost constraints on educational resources might disproportionately affect their learning. This suggests that a paradoxical result of the funding pressures on many universities may be to encourage large international student cohorts while constraining available resources to meet their learning needs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01