Pauline Willis

Validation of the approaches and study skills inventory for students (assist) using accounting students in the USA and Ireland: a research note

This paper examines the validity of the Approaches and Study Skills Inventory for Students (ASSIST) for use with accounting students in the United States (USA) and Ireland. Using factor analysis, the three expected learning approaches – deep, strategic and surface apathetic – were clearly identified. Furthermore, comparable factor patterns were revealed for both cohorts of students. These findings offer US and Irish accounting educators the opportunity to develop a better understanding of the learning of their students and the potential to undertake comparative research.

Approaches to Learning of European Business Students

Several reports on higher education have identified the need to improve the quality of student learning. Higher education research identifies the approach to learning as a significant factor affecting the quality of learning. If educators are to find ways of improving the educational experience of their students, they must understand how students learn and the effects of the learning environment on their learning approaches. This study examines the approaches to learning adopted by Irish and overseas students studying on the BA in European Business at Dublin City University (DCU) [1] .

A comparison of the learning approaches of accounting and science students at an Irish university

One of the major challenges facing accounting education is the creation of a learning environment that promotes high‐quality learning. Comparative research across disciplines offers educators the opportunity to gain a better understanding of the influence of contextual and personal variables on students’ learning approaches. Using the Approaches and Study Skills Inventory for Students (ASSIST), this study examines the learning approaches of 329 first‐year accounting students and 275 first‐year science students at an Irish university. The analysis reveals that the accounting students are more strategic than the science students, while the science students are more inclined to adopt a deep approach than the accounting students. There was no significant difference in the scores of the two groups on the surface scale. An examination of the variation in the learning environments of the accounting and science students identifies the teaching approach, the level of continuous assessment, students’ motivations for choosing their degree programme, and their prior learning experiences as possible factors contributing to the differences in the approaches to learning adopted by both groups. The article concludes by considering the implications of these findings for educators, and suggests avenues for further research.

Burnout among accounting and finance academics in Ireland

Purpose – The purpose of this paper is to assess the levels of burnout experienced by accounting and finance academics in Ireland.Design/methodology/approach – Data for this cross‐sectional survey study were collected from 100 accounting and finance academics teaching in Irish third level institutions. Independent sample t‐tests, one way analysis of variance (ANOVA) and step‐wise multiple regression analysis were used to analyse the data.Findings – Results indicate that the majority of accounting and finance academics experience low or average burnout with regard to emotional exhaustion and depersonalisation but encounter a high degree of burnout with regard to personal accomplishment. While none of the background or workload variables captured in the study explain variation in the levels of burnout experienced, some aspects of job satisfaction are significant predictors of the three dimensions of burnout.Research limitations/implications – The cross‐sectional design of this study does not allow causal in...

Leaving certificate accounting: Measuring students’ perceptions with the course experience questionnaire

Abstract This study uses the Course Experience Questionnaire (CEQ) to explore tertiary students’ perceptions of their recently completed Leaving Certificate higher‐level Accounting course. Overall it finds that students hold positive views of the course, consider the workload and assessment were appropriate, and perceive the goals and standards of the course to be clear. Generally, they were happy with the teaching of the course but a significant minority felt their teachers did not provide enough feedback or make the course interesting. While the students believe the course developed some generic skills, disappointingly, they do not feel confident in tackling unfamiliar problems. They also think that the course did not improve their written communication skills or ability to work as a team member. Recommendations about the volume of course material and assessment practices are made to help address these issues.

Annual Conference of the British Accounting Association's Special Interest Group on Accounting Education 26-28 May, 2010 Dublin City University, Ireland

The 2010 conference of the British Accounting Association’s Special Interest Group (BAA-SIG) on Accounting Education was hosted by Dublin City University (DCU), Ireland. The conference took place over three days in May and was organised by Pauline Willis (DCU), with invaluable input provided by the officers of the BAA–SIG, namely: Neil Marriott (University of Winchester), Greg Stoner (University of Glasgow), and Alan Sangster (University of Middlesex). The conference was attended by 67 enthusiastic delegates from Australia, Ireland, Portugal, Spain, the UK, and the USA. Thirty six papers were presented in three parallel sessions over the course of the conference. There were 21 full papers delivered on a wide range of topics, and discussants provided constructive feedback and led lively discussions among delegates. Fifteen emerging papers were presented which afforded new researchers the opportunity to present their ideas in a supportive and collegiate environment. The emerging paper stream also enabled experienced researchers to test the feasibility of projects in an embryonic stage of development. Best paper awards were presented in each category based on delegates’ feedback. The recipients of the best paper award (full paper category) were Charles Shrader, Susan Ravenscroft, Jeffrey Kaufmann and Timothy West for their paper entitled ‘Student cheating and student perceptions of classroom ethical climate’. In the emerging paper category, the award recipients for their paper entitled ‘Burnout among accounting and finance academics in Ireland’ were Marann Byrne, Barbara Flood, Evelyn Murphy and Pauline Willis. The conference was enriched by the presentations of two plenary speakers: Professor Ursula Lucas from the University of the West of England, and Professor Donald Wygal from Rider University, USA. Their plenary addresses were on the theme of the scholarship of teaching and both speakers generously shared reflections and critical insights derived from their own scholarship. Papers based on the plenary presentations are included in the current issue of the journal, along with one of the full papers. Accounting Education: an international journal Vol. 20, No. 3, 225–226, June 2011