Beyond Instrumentalism? An Instructional Project Using Communicative Learning in Management Accounting

Autor/in	Miller, Brian William
Titel	Beyond Instrumentalism? An Instructional Project Using Communicative Learning in Management Accounting
Quelle	In: Journal of Education for Business, 96 (2021) 1, S.44-51 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2020.1747379
Schlagwörter	Accounting; Undergraduate Students; Learning Processes; Teaching Methods; Skills; Development; Hermeneutics; Case Studies; Student Participation; Student Behavior; Classroom Communication; Cognitive Style; Instructional Design; Reflection; Management Development; Learning Activities; Communication Skills + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Skill; Fertigkeit; Entwicklung; Hermeneutik; Case study; Fallstudie; Case Study; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student behaviour; Schülerverhalten; Klassengespräch; Cognitive styles; Kognitiver Stil; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Kommunikationsstil
Abstract	There is a significant body of evidence indicating that accounting undergraduate students adopt an instrumentalist approach to learning. This paper describes an instructional project that develops an activity designed to encourage these skills on a final year management accounting course. The activity uses communicative learning pedagogies, adopting an explicit consideration of the role of hermeneutics in approaching case study materials in class. The outcomes of the activity are described, including impact on student engagement, class participation and subsequent student behavior. The paper concludes with a reflective discussion of the consequences of using the activity and its implications for addressing instrumentalist approaches to learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01