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Worlds apart: Students' experiences of learning introductory accounting

Lucas, Ursula

Authors

Ursula Lucas



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
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


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