Structuring a Competency-Based Accounting Communication Course At the Graduate Level

2009 ◽  
Vol 72 (2) ◽  
pp. 177-199 ◽  
Author(s):  
Mohsen Sharifi ◽  
Gary B. McCombs ◽  
Linda Lussy Fraser ◽  
Robert K. McCabe
Keyword(s):  
Service Learning ◽  
Oral Communication ◽  
Communication Course ◽  
Master Of Science ◽  
Accounting Faculty ◽  
Science Degree ◽  
Hands On ◽  
Accounting Practitioners ◽  
Competency Based ◽  
Different Order

The authors describe a graduate capstone accounting class as a basis for building communication skills desired by both accounting practitioners and accounting faculty. An academic service-learning (ASL) component is included. Adopted as a required class for a master of science degree in accounting at two universities, this course supports accounting accreditation. Surveys offer evidence that both accounting practitioners and faculty rate, in slightly different order, the three most important skills as written communication, oral communication, and analytical/critical thinking. Accounting curricula worldwide are under pressure to develop better skills in these areas as well as to meet assessment and accreditation directives and criteria. The authors designed a communication course utilizing ASL that not only meets all of the above objectives but also provides the student with hands-on experiential learning. Information about this course provides a guide to accounting and business faculty who may wish to pursue such an approach in their schools.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

In Memoriam. Elżbieta Maria Walerian, Ph.D., D.Sc.

2015 ◽  
Vol 39 (1) ◽  
pp. 153-154
Author(s):  
Mirosław Meissner
Keyword(s):  
Acoustic Waves ◽  
Sound Field ◽  
Physical Acoustics ◽  
Serious Illness ◽  
Technological Research ◽  
Master Of Science ◽  
Science Degree ◽  
Environmental Acoustics ◽  
In Memoriam ◽  
Academy Of Sciences

Abstract Elżbieta M. Walerian, Ph.D., D.Sc., a retired employee of the Institute of Fundamental Technological Research of the Polish Academy of Sciences (IPPT PAN), passed away after a serious illness, on the 26th December 2013. She was one of the scientific leaders in the Section of Environmental Acoustics of IPPT PAN and her career, educational and organizational activities were inseparably linked with the acoustics. Elżbieta Walerian was born on August 9th 1950 in Poznań. She graduated from the Faculty of Mathematics, Physics and Chemistry of the Adam Mickiewicz University in Poznań, receiving her Master of Science degree in the environmental acoustics in 1973. Five years later, under the supervision of Professor Ignacy Malecki, she obtained her PhD title, in the physical acoustics, in IPPT PAN in Warsaw. In 1979 she began working at the Section of Environmental Acoustics of IPPT PAN, where she dealt with the diffraction of acoustic waves and a description of the sound field produced by vehicles moving in an urban area.

scholarly journals Supporting Older Adults and Caregivers Through Integrative Service Learning During COVID

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 958-958
Author(s):  
Keith Chan ◽  
Sarah LaFave ◽  
Maggie Ratnayake ◽  
Christina Marsack-Topolewski ◽  
Jillian Graves ◽  
...  
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Community Resources ◽  
Learning Models ◽  
Process Data ◽  
Community Based ◽  
Age In Place ◽  
Home Based ◽  
Hands On ◽  
Hands On Learning

Abstract There is a growing population of older adults who are living longer and acquiring chronic illness and disabilities, making it difficult for them to complete everyday activities and age in place. More than 2 million of these older adults are homebound and 5 million need help leaving their homes. They experience social isolation, food insecurity, and lack of connection to community resources which has intensified since the pandemic. Integrative service learning models can provide home-based support to older adults while offering valuable, hands-on learning experiences for students. This study examined findings for a community-based program which trained university students to provide practical home-based support for older adults and their caregivers. Data was collected for 109 older adults who were connected with student trainees. Students provided services with groceries, companionship, and help accessing needed services. Findings from t-test results using the UCLA Loneliness Scale indicated that older adults reported less loneliness after engagement with students (mean difference = 6.15, t = 3.14, df = 82, p < 0.01). Qualitative process data suggested that older adults benefited from services and a connection to their assigned students prior to and during the pandemic. Student trainees reported that the experience enriched their learning and reaffirmed their commitment to working with older adults. Community-based service learning can address home-based needs of older adults and their caregivers and enhance learning opportunities for students. Policies and practice can support a pipeline of geriatric health professionals through innovative service learning models to benefit older adults, caregivers and students.

scholarly journals The Community Champions Program at the University of Pennsylvania School of Nursing

2017 ◽  
Vol 7 (8) ◽  
pp. 46
Author(s):  
Sophie R. Mintz ◽  
Chantal A. Low ◽  
Ian J. McCurry ◽  
Terri H. Lipman
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Leadership Skills ◽  
University Of Pennsylvania ◽  
Community Members ◽  
School Of Nursing ◽  
The Social ◽  
Hands On ◽  
Hands On Learning ◽  
The University

The Community Champions program at the University of Pennsylvania School of Nursing provides motivated nursing students with opportunities to partner with the greater Philadelphia community and engage in hands-on learning. With several thriving initiatives, students participate in service learning outside of the classroom, which ultimately strengthens their nursing and leadership skills. Students work to improve health and health education for people of all ages. These experiences help nursing students better understand the social determinants of health and how they impact community members. Dedicated faculty members assist in guiding the students, who work collaboratively to exchange ideas and methods. This program not only has an effect on the community, but also has a profound impact on the students that participate.

scholarly journals Entry Level Systems Analysts: What Does the Industry Want?

10.28945/3517 ◽  
2016 ◽  
Vol 19 ◽  
pp. 141-160 ◽  
Author(s):  
Erastus Karanja ◽  
Donna M. Grant ◽  
Shinetta Freeman ◽  
David Anyiwo
Keyword(s):  
Oral Communication ◽  
Job Skills ◽  
Chi Square ◽  
Skill Sets ◽  
Entry Level ◽  
Science Degree ◽  
Job Advertisements ◽  
Systems Analysts ◽  
People Skills ◽  
Industry Certifications

This study investigates the skill sets necessary for entry level systems analysts. Towards this end, the study combines two sources of data, namely, a content analysis of 200 systems analysts’ online job advertisements and a survey of 20 senior Information Systems (IS) professionals. Based on Chi-square tests, the results reveal that most employers prefer entry level systems analysts with an undergraduate Computer Science degree. Furthermore, most of the employers prefer entry level systems analysts to have some years of experience as well as industry certifications. The results also reveal that there is a higher preference for entry level systems analysts who have non-technical and people skills (e.g., problem solving and oral communication). The empirical results from this study will inform IS educators as they develop future systems analysts. Additionally, the results will be useful to the aspiring systems analysts who need to make sure that they have the necessary job skills before graduating and entering the labor market.

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