This study focuses on an environmental management accounting (EMA) course and explores how a pedagogical project, incorporating dialogic environmental and sustainability elements, transforms students' perspectives and educational experiences. The findings support the shift towards a dialogic approach to enhance the educational experiences of…

This study contributes to the debate on sustainability in higher education through a project conducted in a single Scottish university that incorporated sustainability into undergraduate accounting education through the application of a real-world problem in the form of a social and environmental report. Data from study participants were collected…

Autonomous learning ability is the ability of students to learn voluntarily. The book "The Learning Revolution" points out that one of the goals of education in the 21st century is to require students to understand learning strategies and learning methods and to put them into study practice. However, now the situation is that quite a…

This paper reports the development and empirical testing of a model of the factors that influence the teaching-research nexus. No prior work has attempted to create a measurement model of the nexus. The conceptual model is derived from 19 propositions grouped into four sets of factors relating to: rewards, researchers, curriculum, and students.…

The Competency Framework, introduced by the South African Institute of Chartered Accountants (SAICA) details technical competencies, but also places emphasis on the pervasive skills that need to be attained by candidates for them to qualify as chartered accountants (CAs). Thus, an additional onus has been placed on academics to ensure that they…

Business simulations are innovative instruction models for active or cooperative learning. In this paper, we look at the social constructionist roots of these education models in light of the current efforts to enhance employability skills in undergraduate and graduate studies. More specifically, we analyse the role of business simulations in…

The skills considered important by accounting faculty and practitioners from a 2000 study were compared to those rated by 223 business students. Distinct differences appeared between accounting and nonaccounting majors. There was little disagreement among students, faculty, and practitioners. (JOW)

To foster lifelong learning, accounting teachers should focus on developing critical thinking skills. Strategies include creating a climate of inquiry, encouraging divergent thinking, providing feedback, focusing on process not content, and designing evaluations that reflect higher order problem solving. (SK)

Describes the integration of skill development into the accounting curriculum based upon the recommendations of various professional accounting associations. Skills necessary for success in accounting are oral and written communication, analytic, computer, and interpersonal. (JOW)

Four closely related cost analysis skills for MSW-level practice are discussed. The appropriateness for social work practice, limitations as planning and administrative tools, models of the tool, and their orientation to practical use are discussed for each skill. (Author/BH)

Bennett et al. (2000) refer to the notion of 'core skills' as an 'unfulfilled concept' (p. 48). Thus it is possible that different interpretations and values at the level of actual degree programmes may be hidden within this term. This study enquires into students' tacit notions of skills development within a specific degree programme and at a…

A project involved employers in the development of teamwork skills of undergraduate accounting students, with the aims of increasing student awareness of group dynamics and processes, and promoting more effective group work. Employers observed students working in small groups and provided feedback on skills. Students, staff, and employers were…