scholarly journals The Case For Arts Education As A Required Component Of An Accounting Students College Education

2004 ◽  
Vol 1 (11) ◽  
Author(s):  
J. David Mason ◽  
Rebecca Mason Stefoff
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Arts Education ◽  
Selection Process ◽  
College Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Students ◽  
Accounting Profession ◽  
Self Selection

A recent study has highlighted the importance of student perceptions of the accounting profession and the resultant self-selection process. This self-selection process may result in students self-selecting into the accounting area who are deficient in the essential qualities for success in the modern accounting profession. Warnock (1996) reports that among 1st year accounting students a still pervasive image of the accountant is that it is not particularly important to have either imagination or verbal qualities or communication or critical thinking skills and thus students who are weak in the above qualities often self-select into accounting as a major.  The purpose of this paper is to introduce into the accounting literature the results of an emerging body of research that suggests arts education can enhance or help accounting students overcome these deficiencies.

USING A WHITE-COLLAR PROFESSION IN ACCOUNTING COURSES: APPROACHES TO ADDRESSING DIVERSITY

2006 ◽  
Vol 33 (1) ◽  
pp. 25-52 ◽  
Author(s):  
William D. Samson ◽  
Cheryl L. Allen ◽  
Richard K. Fleischman ◽  
Ida B. Robinson-Backmon
Keyword(s):  
African American ◽  
Role Models ◽  
White Collar ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Education ◽  
Accounting Students ◽  
Accounting Profession ◽  
History Of ◽  
The Individual

Accounting educators no doubt agree that diversity is an important and much neglected part of accounting education. They further recognize that it is difficult to incorporate this important topic into the accounting curriculum. This paper describes the efforts of various professors to expose business and accounting students to the evolution of diversity issues related to the accounting profession by using the book A White-Collar Profession [Hammond, 2002]. A White-Collar Profession: African-American CPAs Since 1921 is a seminal work which presents a history of the profession as it relates to African-American CPAs and documents the individual struggles of many of the first one hundred blacks to become certified. This paper describes efforts of faculty at four different colleges to utilize this book in their teaching of accounting. Instructors found that students not only developed an enhanced awareness about the history of the accounting profession, but that other educational objectives were advanced, such as improved communication and critical thinking skills, increased social awareness, and empathy for others. African-American students, in particular, embraced the people in the book as role models, while most every student saw the characters as heroic in a day when the accounting profession is badly in need of role models and heroes. This is encouraging given the profession's concern with diversity and the attention and resources directed at increasing the number of minorities entering the profession.

A Framework and Resources to Create a Data Analytics-Infused Accounting Curriculum

2021 ◽  
Author(s):  
Kevin E Dow ◽  
Norman Jacknis ◽  
Marcia Weidenmier Watson
Keyword(s):  
Critical Thinking ◽  
Diffusion Of Innovation ◽  
Data Analytics ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Students ◽  
Diffusion Of Innovation Theory ◽  
Fully Integrated ◽  
Accounting Curriculum ◽  
Data Analytic

The technology and Data Analytics developments affecting the accounting profession in turn have a profound effect on accounting curriculum. Accounting programs need fully-integrated accounting curriculum to develop students with strong analytic and critical thinking skills that complement their accounting knowledge. This will meet the profession's expectation that accounting students have expert level skills in both technical accounting knowledge and Data Analytics. This paper provides a framework and the resources for creating a Data Analytics-infused accounting curriculum. Specifically, using the Diffusion of Innovation Theory, we apply the theory's five stages to the infusion of Data Analytics into the accounting curriculum: Knowledge, Persuasion, Decision, Implementation, and Confirmation. We formulate an Analytics Value Cube to guide the use of different analytic techniques as accounting programs integrate. We recommend free tools, questions, and cases for use across the curriculum. While our focus is on accounting programs new to Data Analytics, these resources are also useful to accounting programs and practitioners that wish to expand their data analytic offerings.

scholarly journals Use Of Video-Based Cases As A Medium To Develop Critical Thinking Skills In Health Science Students

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Genevieve Pinto Zipp Zipp ◽  
Cathy Maher
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Classroom Environment ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Science ◽  
Physical Therapy Education ◽  
Real Patient ◽  
Therapy Education

One learning strategy that, at present, has not been widely used in graduate Physical Therapy education is “video based cases”. The use of visually unfolding case-based experience provides students a unique opportunity to experience real patient scenarios in their classroom environment. The purpose of this paper is to provide data on student perceptions of usefulness of the video based case experience in promoting their ability to organize, prioritize, and integrate content knowledge for the development of effective critical thinking skills.

scholarly journals Improving the Critical Thinking Skills of Accounting Students Using the Framework-Based Teaching Approach

2018 ◽  
pp. 116-121
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Financial Accounting ◽  
Accounting Students ◽  
Inquiry Based Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability

The purpose of this paper is to examine how the Framework-based Teaching (FBT) approach improves the critical thinking skill among accounting students at tertiary education level. This qualitative study is conducted using the Scholarship of Teaching and Learning (SOTL) approach, where reflections from lecturers ‘experience in teaching and learning process are gathered. Data are collected from both accounting lecturers and students who implemented the FBT approach using the inquiry-based learning technique in the financial accounting course. Data are analysed using content analysis. The results from the study indicate that, based on lecturers’ reflection, students are pushed to think in depth in classes using the inquiry based learning of the FBT approach. This is supported by students’ feedback on their own critical thinking ability. Thus, the FBT approach improves the critical thinking skills among accounting students. The implication of this study is the practicability of the FBT approach in teaching financial accounting course at university level in encouraging critical thinking skills.

Developing Critical Thinking Skills in Accounting Students

1993 ◽  
Vol 68 (5) ◽  
pp. 297-300 ◽  
Author(s):  
Lloyd D. Doney ◽  
Noreen E. Lephardt ◽  
James P. Trebby
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Students

Facebook as a Pedagogical Tool in Fostering Students’ Critical Thinking Skills

2021 ◽  
Vol 12 (3) ◽  
pp. 2335-2341
Author(s):  
Jamaliah Abdul Majid Et.al
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Students ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Group Project ◽  
Pedagogical Tool ◽  
Use Of Social Media ◽  
Set Up

This study examineswhether the implementation of Facebook as a pedagogical tool enhances critical thinking skills among final year accounting students who enrolled in financial statement analysis course. A Facebook group was set up and students were encouraged students to use the Facebook group as a platform to discuss and share resources relating to their group project. The critical thinking skills is analysed based on students’ achievement in addressing thegroup project, which is assessed using a rubric for critical thinking skills. The study finds that the use of the Facebook group fosters critical thinking skills among students with the Facebook group (the experimental group) as compared to students without the Facebook group (the control group). These findings are noteworthy since final year accounting students are struggling with critical thinking skills, yet it is an essential skill for accounting professionals. The results of this study is hoped to encourage educators in the digital age to make use of social media as a technology-enhanced learning environment for the benefits of students.

scholarly journals Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood

2017 ◽  
Vol 6 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Mercè Fernández Santín ◽  
Maria Feliu Torruella
Keyword(s):  
Critical Thinking ◽  
Arts Education ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Reggio Emilia ◽  
Critical Thinking Skills ◽  
School Level ◽  
Art Interpretation ◽  
Artistic Training ◽  
Expression Of Emotions

We seem to have a problem in arts education at pre-school level: the lack of specific training for teachers teaching this subject to very young children. The future preschool teachers’ training seems to be focused on the teaching and learning aspects of artistic education however they receive little training on methodologies and philosophies. Therefore, when teachers have to face the classroom, the methodologies they use are usually quite traditional and do not favour the development of critical thinking skills in the students. There are different philosophies of arts education that might embed opportunities for reflection, art interpretation, experimentation, expression of emotions and feelings that if, in the case these philosophies, reach the classroom, may doubtlessly enrich the student’s artistic training. Thus a conceptual framework based on one of these philosophies, named Reggio Emilia, arises. A systematic review of the literature which has been developed by categorising criteria from research papers and from examples of good practices. This categorisation might allow us to establish a framework that can be useful in the classrooms and can establish parameters of action that may have an impact on students, teachers and teachers’ practice in general.

scholarly journals The Direction of Developing Courses and Assessment Tools for Enhancing Creativity Aligned with Critical Thinking

2021 ◽  
Vol 15 (5) ◽  
pp. 325-342
Author(s):  
Chun-gi Min
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Liberal Arts ◽  
Arts Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Tools ◽  
Liberal Arts Education ◽  
Technical Problems ◽  
Starting Point

The intellectual activities of creativity and critical thinking are essential in the complex problem-solving process of modern society. This article starts from the position that it is necessary to develop courses and assessment tools that is needed for simultaneously facilitating creativity and critical thinking skills at the same time in universities. The purpose of this paper is to provide a starting point for discussion on the development of creative competency courses and assessment tools required to link creativity and critical thinking skills. In Korea, there are many studies dealing with creativity and critical thinking separately, while in foreign countries, there is an active discussion taking place about the development of courses and assessment tools. To this end, based on the creative competency area set as a core competency in the liberal arts education of a university, the discussion was conducted by citing relevant domestic and foreign materials. First, in the process of arranging the connection between creativity and critical thinking, the necessity of linking these two skills to solve creative problems was confirmed. Next, the direction of the development of courses that can foster creativity and critical thinking abilities together was explored, focusing on lesson goals, contents, and methods. In order to simultaneously enhance creativity and critical thinking abilities among our students, it is necessary to design an activity-centered curriculum that combines both skills based on the existing creativity education and critical thinking education. Finally, the method of developing an assessment tool that can authentically measure the students’ creativity and critical thinking ability is described mainly using existing tools and in terms of employing technologies. Research on how to integrate previously developed tools for measuring creativity and measuring critical thinking skills should be continued. In particular, it is necessary to prepare a plan to solve technical problems in order to use technology in the course management and development of assessment tools. Classes for cultivating creativity and critical thinking abilities in our students can be more effective in liberal arts education for the simple reason that lessons within their majors emphasize the acquisition of specialized knowledge. Thus, there is a limit to creative competency education. Since modern and future societies require us to possess the ability to generate creative ideas in abundance in order to solve complex problems, as well as the ability to critically reflect and evaluate ideas and apply them to problem solving, it is urgent to develop courses and assessment tools that can align creativity with critical thinking. Designing effective classes through in-depth discussions on the development of courses and assessment tools remains as a theme for further research.

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