Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 334-354 |
| Number of pages | 21 |
| Journal | Research in Post-Compulsory Education |
| Volume | 22 |
| Issue number | 3 |
| Early online date | 18 Dec 2017 |
| DOIs | |
| Publication status | Published - 2017 |
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Group work and undergraduate accounting students : a Bourdieusian analysis. / Teviotdale, Wilma; Clancy, David; Fisher, Roy; Hill, Pat.
In: Research in Post-Compulsory Education, Vol. 22, No. 3, 2017, p. 334-354.Research output: Contribution to journal › Article
TY - JOUR
T1 - Group work and undergraduate accounting students
T2 - a Bourdieusian analysis
AU - Teviotdale, Wilma
AU - Clancy, David
AU - Fisher, Roy
AU - Hill, Pat
PY - 2017
Y1 - 2017
N2 - This study investigated students’ views and experiences of group work in a vocationally oriented undergraduate Accounting and Finance degree course in an English post-1992 university. In this context tutors prepare students for the profession and for the workplace, and the development of team-working skills is a core element in the curriculum. This presents a significant challenge to tutors given that students commonly report an aversion to aspects of group work, including a perceived loss of individual autonomy, and particularly the fear of a risk to grades arising from working with others. Theoretical constructs drawn from Bourdieu were used to develop an understanding of how tutors could be better informed of students’ perspectives. This supports reflective behaviour by tutors when designing strategies to overcome both commonly reported barriers to effective group work and previously less well understood drivers of student behaviour. A focus group approach was adopted with 28 students participating. The findings have the potential to address the challenge of facilitating students’ effective engagement in group work in Accounting and other vocationally-oriented programmes.
AB - This study investigated students’ views and experiences of group work in a vocationally oriented undergraduate Accounting and Finance degree course in an English post-1992 university. In this context tutors prepare students for the profession and for the workplace, and the development of team-working skills is a core element in the curriculum. This presents a significant challenge to tutors given that students commonly report an aversion to aspects of group work, including a perceived loss of individual autonomy, and particularly the fear of a risk to grades arising from working with others. Theoretical constructs drawn from Bourdieu were used to develop an understanding of how tutors could be better informed of students’ perspectives. This supports reflective behaviour by tutors when designing strategies to overcome both commonly reported barriers to effective group work and previously less well understood drivers of student behaviour. A focus group approach was adopted with 28 students participating. The findings have the potential to address the challenge of facilitating students’ effective engagement in group work in Accounting and other vocationally-oriented programmes.
KW - Vocational accounting education
KW - Group work
KW - Assessment
UR - http://www.tandfonline.com/toc/rpce20/current
U2 - 10.1080/13596748.2017.1358513
DO - 10.1080/13596748.2017.1358513
M3 - Article
VL - 22
SP - 334
EP - 354
JO - Research in Post-Compulsory Education
JF - Research in Post-Compulsory Education
SN - 1359-6748
IS - 3
ER -