Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education

Gordon Boyce, Sarah Williams, Andrea Kelly, Helen Yee

Research output: Contribution to journalArticlepeer-review

42 Citations (Scopus)

Abstract

It is vital that accounting educators take responsibility for the development of students' generic (soft) skills in conjunction with, discipline-specific skills. Research indicates that the typical learning styles of accounting students are not suited to the acquisition of generic skills. In this paper learning theory is used to provide a framework to support the use of case studies as a tool to promote appropriate learning styles and thereby enhance generic skill development. The paper details a number of strategies that may be implemented with case studies to achieve these goals. The implications for accounting educators, which are significant, are discussed.
Original languageEnglish
Pages (from-to)37-60
Number of pages24
JournalAccounting Education: An International Journal
Volume10
Issue number1
DOIs
Publication statusPublished - 2001

Keywords

  • case studies
  • soft skills
  • generic skills
  • deep processing
  • elaborative processing
  • learning style
  • assessment

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