Group process skill integration in introductory accounting: a scaffolding approach

Nicholas McGuigan, Sidney Weil, Thomas Kern, Baiding Hu

Research output: Contribution to journalArticlepeer-review


This paper describes the introduction of a group-based project designed specifically to integrate the development of group processing skills with the teaching of technical accounting content, within an introductory accounting programme. The paper describes the context in which the research takes place, the nature of the unit, and the group assessment task. The questionnaire-based study measures students' perceptions of the relative usefulness of study groups in developing key learning competencies. The findings of the study show that students perceive the major benefit of study groups being to learn from other group members and to actively participate in the introductory accounting curriculum. This is particularly true for international, non-English first language students. Furthermore, student feedback reflected an appreciation for being introduced to and explicitly taught group processing skills. These findings suggest that accounting educators can use study groups within a structured project, to engage learners and to assist in the development of transferable skills.

Original languageEnglish
Pages (from-to)43-69
Number of pages27
JournalInternational Journal of Learning in Higher Education
Issue number3
Publication statusPublished - 2014


  • Co-operative learning
  • Introductory accounting programme
  • Student perceptions
  • Study groups
  • Transferable skills development


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