scholarly journals Effectiveness of delivery methods in the transfer of soft skills

2020 ◽  
Author(s):  
Monique Keevy
Keyword(s):  
Collaborative Learning ◽  
Case Studies ◽  
Soft Skills ◽  
Accounting Education ◽  
Skills Development ◽  
Delivery Methods ◽  
Self Assessment ◽  
Computer Based ◽  
Lecture Format ◽  
Academic Programme

Accounting education has in recent years increasingly emphasised the need for developing soft skills. To this end, various delivery methods have been advocated other than the conventional lecture format during the academic programme. This paper reports on a study of the perceptions of graduates on the effectiveness of delivery methods during the academic programme in transferring soft skills. A questionnaire with open and closed-ended questions was administered. Graduates reported that soft skills were most effectively developed when using case studies, followed by collaborative learning. Surprisingly, graduates also indicated lectures as an effective method in soft skills development, by ranking this method after collaborative learning. However, the method of computer-based activities, was reported as the least effective method in developing soft skills. This is a concern, given the prevalence and use of computers and technology in the accounting profession. Educators need to do more in inculcating soft skills, by using additional methods such as mentorship programmes and self-assessment.

scholarly journals Assessment of the Jordanian Certified Public Accountant JCPA Examination in Comparison to the International Accounting Education Standards and the Best International Practices

2017 ◽  
Vol 10 (8) ◽  
pp. 232
Author(s):  
Mahmoud Nassar ◽  
Husam Aldeen AL-Khadash
Keyword(s):  
Accounting Education ◽  
International Accounting ◽  
Certified Public Accountant ◽  
Education Standards ◽  
Accounting Practice ◽  
Computer Based ◽  
Specific Material ◽  
Further Development ◽  
Public Accountant

This study aims to highlight the experiences of Jordanian Certified Public Accountant (JCPA) exam that started with the establishment of the Legal Accounting Profession organisation law in June 2006. This study is considered the first study in the Hashemite Kingdom of Jordan that looks at the evaluation of the Jordanian Chartered Public Accountant exam, in comparison to the requirements of international accounting education standards. Furthermore, this study focuses on the sixth standard IES6 that relates to the assessment of professional accountants and that is based on the best practices in professional accounting examinations in the world. This current study has adopted the method of distribution of questionnaires to gather information from those who participated in taking the exam, with the group of those who were successful, and others that were not so lucky. The accounting practice analysis was based on the standards, the best accounting practices, and the results of the interviews, which when were completed produced a number of recommendations. The recommendations or results found, push for the further development of the JCPA exam and improves the quality of the exam, to advance to the universal level of professional examinations. Of the most important recommendations is to work on increasing the number of times the exam is held annually, which can be done easily if the exam becomes computer based. It’s also important to develop specific firm dates for the JCPA exam or to announce the dates at the beginning of each year, and not to announce the exam time two months prior to the exam as it is currently. Finally, the announcement and clarification of specific percentages given to specific material included in the exam such as dedicating 25% of the examination to International Auditing Standards and so on.

scholarly journals Reimagining STEM Education and Training with e-REAL. 3D and Holographic Visualization, Immersive and Interactive Learning for an Effective Flipped Classroom

2017 ◽  
Vol 10 (2) ◽  
pp. 63
Author(s):  
Fernando Salvetti ◽  
Barbara Bertagni
Keyword(s):  
Continuing Education ◽  
Stem Education ◽  
Workplace Learning ◽  
Flipped Classroom ◽  
Soft Skills ◽  
Learning System ◽  
Skills Development ◽  
Medical Simulation ◽  
Font Size ◽  
And Training

<p style="margin: 0cm 0cm 10pt;"> </p><p><span lang="EN-US"><strong><span style="font-family: Times New Roman; font-size: small;">While the 19th and the 20th centuries were, in education, mainly about standardization, the 21st century is about visualization, interaction, customization, gamification and flipped teaching. What today we know about learning from cognitive psychology is that people learn by practicing, with feedback to tell them what they're doing right and wrong and how to get better. For STEM education, that means they need to practice thinking like a scientist in the field. So e-REAL is a cornerstone: developed as workplace learning system in a number of fields (from medical simulation to soft skills development within the continuing education), it’s an ideal solution to root a practical – but not simplicistic - approach for STEM education.</span></strong></span></p>

scholarly journals Developing Soft Skills among Potential Employees: A Theoretical Review on Best International Practices

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Oleksandr Malykhin ◽  
Nataliia Oleksandrivna Aristova ◽  
Liudmyla Kalinina ◽  
Tetyana Opaliuk
Keyword(s):  
Professional Development ◽  
Theoretical Analysis ◽  
Soft Skills ◽  
The Other ◽  
Skills Development ◽  
Common Language ◽  
The Common ◽  
The One ◽  
A Company ◽  
Selection Of

The present paper addresses the issue of determining the best international practices for developing soft skills among students of different specialties through carrying out a theoretical review. Basing on literature on present-day theory the authors make an attempt to explain soft skills dichotomies, summarize existing approaches to classifying soft skills, consolidate and document best international practices for soft skills development among potential employees of different specialties including bachelor students, master students, doctoral and postdoctoral students. The data obtained in the theoretical analysis reveal that the possible ambiguities in the interpretation of the concept of “soft skills” are caused, on the one hand, by the dichotomic perception of their nature by present-day researchers and educators and, on the other hand, by the absence of the common language which makes it difficult to provide a more unified definition most satisfactory to all concerned. The authors are convinced that soft skills have a cross-cutting nature and regard them as personal and interpersonal meta-qualities and meta-abilities that are vital to any potential employee who is going to make positive contributions not only to his/her professional development but to the development of a company he/she is going to work for. The results of the conducted theoretical review clearly indicate that the absence of the unified understanding of the concept of “soft skills” is reflected in the existence of different approaches to classifying soft skills, let alone, the selection of didactic tools for developing soft skills among potential employees.

scholarly journals Talk for collaborative learning in computer-based music production

2019 ◽  
Vol 12 (2) ◽  
pp. 141-164 ◽  
Author(s):  
Elizabeth Dobson
Keyword(s):  
Collaborative Learning ◽  
Interaction Analysis ◽  
Common Knowledge ◽  
Music Technology ◽  
Contemporary Dance ◽  
Music Production ◽  
Computer Based ◽  
Connection Building ◽  
Micro Analysis

This article presents a case study exploring the interrelationship between talk and learning in collaborative computer-based music production. Framed by Neil Mercer and Karen Littleton’s Sociocultural perspective on collaborative learning, research on talk and ‘thinking together’ for learning, this study observed two undergraduate composers as they co-produced a contemporary dance film soundtrack across one academic term. The composers recorded their collaboration, providing data for a systematic moment-by-moment micro-analysis focusing on the audio-visual aspects of this project over twelve weeks. Sociocultural discourse analysis methods were used to explore how social, cultural and concrete situations shaped the students’ developing common knowledge. Interaction analysis has been used to code turn functions and display talk characteristics and patterns. This research found that collaborative computer music production is a ‘cumulative conversation’, comprised of many ‘thinking spaces’ that foster ‘post-dialogic’ activity’ and ‘connection building’. In this case the students developed new ‘tools for progressive discourse’ providing them access to the remote and private ‘thinking spaces’ that are characteristic of longer-term co-creating. This research argues for the development of new pedagogies that focus on understanding how talk shapes collaborative learning within music technology.

scholarly journals Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Nia Nuryanti Permata
Keyword(s):  
Collaborative Learning ◽  
Soft Skills ◽  
Third Graders ◽  
Third Grade ◽  
Classroom Activity ◽  
The Third ◽  
Qualitative Research Design ◽  
Third Grade Students ◽  
English Classroom

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students. 

scholarly journals THE EXPERIMENTAL STUDY IN THE CLASSROOM FOR THE ESTABLISHMENT OF THE ACCOUNTING STUDENTS’ SOFT SKILL THROUGH EFFECTIVE TEAM BUILDING

2020 ◽  
Vol 4 (03) ◽  
Author(s):  
Surjawati Surjawati ◽  
Dian Indriana Tri Lestari
Keyword(s):  
Group Performance ◽  
Soft Skills ◽  
Team Building ◽  
Accounting Education ◽  
Accounting Students ◽  
Output Stage ◽  
Model Framework ◽  
Soft Skill ◽  
Effective Teams ◽  
Output Stages

An accounting education graduate is required to master hard skills and soft skills. In terms of mastering soft skills in the accounting profession, it means to work together as a team. This soft skill provision is obtained through effective learning methods by forming a team that is given the assignment to solve a problem and accounts for it through presentations. The purpose of this study is to provide guidelines for lecturers to build effective teams for students. This study uses a descriptive experimental approach conducted by researchers in 5th semester students with Business Mixing Accounting courses. Team formation refers to McGrath’s Model framework. This model includes the input, process, and output stages. The input phase emphasizes the quality of the teams from various inputs. The larger the team, the more personality types, and time variations will be accommodated and the more conflicts that will be faced. The stage of the process includes how members deal with conflict and make conflict a success. The output stage includes criteria for measuring group performance results and other measures such as member performance satisfaction, group cohesiveness at the end of the task, and changes in member behavior to be better

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