Students' Knowledge Progression: Sustainable Learning in Higher Education

Autor/in	Rovio-Johansson, Airi
Titel	Students' Knowledge Progression: Sustainable Learning in Higher Education
Quelle	In: International Journal of Teaching and Learning in Higher Education, 28 (2016) 3, S.427-439 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Higher Education; Sustainability; Accounting; Longitudinal Studies; Interviews; Student Attitudes; Knowledge Level; Learning Processes; Models; Concept Formation; Undergraduate Students; Finance Occupations + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; Abrechnung; Buchführung; Buchhaltung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Schülerverhalten; Wissensbasis; Learning process; Lernprozess; Analogiemodell; Concept learning; Begriffsbildung; Finanzbuchhalter
Abstract	The purpose of this phenomenographic study is to examine students' knowledge progression in a three-year Bachelor program in Business Administration. Theoretical sampling was used to select nine students from a group of 200 university students admitted to the program. The students were interviewed on three occasions: Year 1, after their Management Accounting course; Year 2, after their Financial Accounting course; and Year 3, after they had written their thesis. The interviews focused on the same financial concept presented in various ways, with increasing complexity, in each of the three years. This longitudinal study analyses the students' knowledge progress in terms of sustainable learning. The findings reveal that knowledge progression was very good by the end the program for one-half of the students; one-third of the students did not achieve satisfactory knowledge progression. The study's research methods and its findings contribute to education and international studies on students' sustainable learning in higher education. The study suggests a model for future research in ascertaining how higher education students learn as well as in examining issues and areas for further research and development. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01