An exploratory study of first-year accounting students’ perceptions on the socio-economic challenges of the transition to emergency remote teaching at a residential university

Access to and use of technology by students deemed to be ‘Digital Natives' studying in the Higher Education (HE) sector has been an area of much interest, speculation and publication. This chapter reports on a small-scale exploratory study that aimed to uncover the digital technology access and practices in both everyday life and academic study of ‘new' international first-year ‘pathway' students at the Eynesbury Institute of Business and Technology (EIBT). The purpose of this study was to contribute to the debate on digital natives by providing a ‘piece of evidence' on the access to and use of digital technologies by a group of pre-university pathway students. This exploratory study stemmed from the realisation that EIBT lecturers could better meet the needs of the current generation and cohort of 20+ ethnically diverse students, and help them acculturate and transition as lifelong learners who are able to adapt to an evolving information landscape in Australian HE and upon their return home.

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Sources of Stress and Support among Rural-Based First-Year University Students: An Exploratory Study

South African Journal of Psychology ◽

10.1177/008124631004000302 ◽

2010 ◽

Vol 40 (3) ◽

pp. 234-240 ◽

Cited By ~ 28

Author(s):

Anthony L. Pillay ◽

Humphrey S.B. Ngcobo

Keyword(s):

University Students ◽

Exploratory Study ◽

First Year ◽

First Year University

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Self-Efficacy and the First-Year University Student's Authority of Knowledge: An Exploratory Study

The Journal of Academic Librarianship ◽

10.1016/j.acalib.2005.08.006 ◽

2005 ◽

Vol 31 (6) ◽

pp. 539-545 ◽

Cited By ~ 7

Author(s):

Anne M. Fields

Keyword(s):

Self Efficacy ◽

Exploratory Study ◽

First Year ◽

First Year University

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Coping Processes of South African First-Year University Students: An Exploratory Study

Journal of Student Affairs in Africa ◽

10.24085/jsaa.v8i2.4443 ◽

2020 ◽

Vol 8 (2) ◽

Author(s):

Liesel Engelbrecht ◽

Karina Mostert ◽

Jacobus Pienaar ◽

Carlien Kahl

Keyword(s):

University Students ◽

South African ◽

Exploratory Study ◽

First Year ◽

Coping Processes ◽

First Year University

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Changing the learning environment to promote deep learning approaches in first-year accounting students

Accounting Education ◽

10.1080/0963928042000306837 ◽

2004 ◽

Vol 13 (4) ◽

pp. 489-505 ◽

Cited By ~ 96

Author(s):

Matthew Hall * ◽

Alan Ramsay ◽

John Raven

Keyword(s):

Deep Learning ◽

Learning Environment ◽

Accounting Students ◽

First Year ◽

Learning Approaches

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Ethics and Accounting Education

Issues in Accounting Education ◽

10.2308/iace-50119 ◽

2012 ◽

Vol 27 (2) ◽

pp. 399-418 ◽

Cited By ~ 13

Author(s):

Stuart Thomas

Keyword(s):

Business Students ◽

Accounting Education ◽

Accounting Students ◽

First Year ◽

Teaching Ethics ◽

Ethical Decisions ◽

Frequent Use ◽

Accounting Courses ◽

Deliberative Reasoning ◽

Positive Effect

ABSTRACT The current study investigates how a university accounting education affects the rationales used by accounting and first-year business students in making ethical decisions, the level of deliberative reasoning they employ, and their ethical decisions. Senior accounting students (with approximately four accounting courses to complete) were found to exhibit higher deliberative reasoning, make more frequent use of post-conventional modes of deliberative reasoning, and make more ethical decisions than first-year accounting students. These results suggest that a university accounting education has a positive effect on deliberative reasoning, on the use of post-conventional modes of deliberative reasoning, and on ethical decisions. There was no difference between the level of deliberative reasoning and ethical decisions of first-year accounting and first-year business students, but there were differences in their modes of deliberative reasoning. These results suggest that first-year accounting and first-year business students may make ethical decisions differently, implying the need for a different emphasis when teaching ethics to these two groups of students.

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Married Women's Achievement and Career Motivation: The Influence of Some Environmental and Psychological Variables

Psychology of Women Quarterly ◽

10.1111/j.1471-6402.1983.tb00850.x ◽

1983 ◽

Vol 7 (4) ◽

pp. 358-372 ◽

Cited By ~ 4

Author(s):

Helen S. Farmer ◽

Leslie J. Fyans

Keyword(s):

Achievement Motivation ◽

Exploratory Study ◽

Multivariate Analyses ◽

Married Women ◽

First Year ◽

Career Motivation ◽

Reentry Women ◽

Psychological Variables ◽

Sex Type ◽

Second Year

The purpose of the study was to examine the relationships of some environmental and psychological variables to the career and achievement motivation of married women who had returned to college after an absence (N = 162). Subjects were grouped into first- and second-year students and by sex type (i.e., Androgynous, Feminine). Correlations for all groups indicated that either psychological or environmental variables were significantly related for some group to the motivation variables. Multivariate analyses for sex-typed groups supported the correlational findings for first-year subjects. These findings suggested the importance of including both types of variables in research investigating the career and achievement motivation of college reentry women. This was an exploratory study and researchers are urged to replicate it with larger, more representative sample.

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