Ursula Lucas
Worlds apart: Students' experiences of learning introductory accounting
Lucas, Ursula
Authors
Abstract
This paper argues that, whilst a substantial amount of educational research has been conducted within the introductory accounting curriculum, there is scope for alternative research founded on a particular view of learning, that of social constructivism. In this view, learning is seen to be a response to a student's perception of, or way of experiencing, his or her particular situation rather than the outcome of a particular personality trait or a conditioned biographical response. This argument is supported by the presentation of the findings of a phenomenographic study into students' experiences of learning introductory accounting within the United Kingdom undergraduate curriculum. This qualitative interview-based research reveals two contrasting worlds of accounting: for most students it is a world of detachment and for only a few is it a world of engagement. Drawing on these findings, the paper proposes that an awareness of the nature of the student experience may provide a new way of viewing the introductory accounting curriculum and a new agenda for future research. © 2000 Academic Press.
Citation
Lucas, U. (2000). Worlds apart: Students' experiences of learning introductory accounting. Critical Perspectives On Accounting, 11(4), 479-504. https://doi.org/10.1006/cpac.1999.0390
Journal Article Type | Article |
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Publication Date | Jan 1, 2000 |
Journal | Critical Perspectives on Accounting |
Print ISSN | 1045-2354 |
Publisher | Elsevier |
Peer Reviewed | Peer Reviewed |
Volume | 11 |
Issue | 4 |
Pages | 479-504 |
DOI | https://doi.org/10.1006/cpac.1999.0390 |
Keywords | students, learning, accounting |
Public URL | https://uwe-repository.worktribe.com/output/1092895 |
Publisher URL | http://dx.doi.org/10.1006/cpac.1999.0390 |