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Students' perceptions of the usefulness of an annual report project for the development of skills and knowledge

Meditari accountancy research, 2005-10, Vol.13 (2), p.129 [Peer Reviewed Journal]

Copyright Emerald Group Publishing Limited 2005 ;ISSN: 2049-372X ;EISSN: 2049-3738 ;DOI: 10.1108/10222529200500016

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  • Title:
    Students' perceptions of the usefulness of an annual report project for the development of skills and knowledge
  • Author: Stainbank, L
  • Subjects: Accounting ; Analysis ; Annual reports ; Case studies ; Cognition & reasoning ; Critical thinking ; Curricula ; Education ; Gender ; Knowledge ; Language ; Literature reviews ; Managerial skills ; Perceptions ; Questionnaires ; Students ; Studies ; Teachers ; Teaching methods
  • Is Part Of: Meditari accountancy research, 2005-10, Vol.13 (2), p.129
  • Description: This study looks at an annual report project that simulates a real-life situation to encourage students to integrate knowledge, develop skills and values appropriate to self-directed enquiry and research, use technology, work in groups and be active participants in the learning process, question, seek answers and learn independently. Students selected the annual report of a Top 150 JSE-listed company and answered questions on aspects of financial and managerial accounting, auditing and finance. A questionnaire investigated whether project participation enhances skills (such as judgment, interpretative, listening and problem-solving skills) and abilities (such as thinking critically, asking pertinent questions, organising). There were significant differences in students' perceptions, including gender and language differences. The results show accounting educators using such projects which skills and knowledge areas need to be addressed elsewhere in the curriculum and whether to include such a project in their programmes. [PUBLICATION ABSTRACT]
  • Publisher: Pretoria: Emerald Group Publishing Limited
  • Language: Afrikaans;English
  • Identifier: ISSN: 2049-372X
    EISSN: 2049-3738
    DOI: 10.1108/10222529200500016
  • Source: ProQuest Central
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