Curricula in introductory accounting: An international student focus

Source: OAI

ABSTRACT Recent changes to management and funding regimes in Australian universities have emphasised the need for global competitiveness and the development of commercial orientations, coupled with the pressure of relative declines in public funding to the sector. In consequence, many universities have increasingly relied on fee-paying, international students. This internationalisation raises various issues, including those about teaching and learning quality. We investigate the match between the needs of international students and the curriculum, including content, delivery and assessment, on a micro level with reference to introductory accounting (IA) subjects in Australian universities. The results suggest a number of prevailing issues that need to be considered by accounting educators in terms of improving educational experiences and outcomes for international students.

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    ABSTRACT: This paper reports a study conducted as part of an ESP/language specialist consultation for an Accounting Department in a tertiary education context. Observations were made of the interaction in first year accounting classrooms in order to provide an understanding of the extent to which and how the accounting lecturers addressed language incidentally during their teaching. Eight hours of classroom interaction were recorded and transcribed. Language-related episodes (transitory shifts of the topic of the discourse from content to language) were identified in the transcripts and analysed. Findings showed that the lecturers frequently initiated such episodes, and that they did so mostly to highlight technical vocabulary and conventional articulation of ideas in the discipline, or ‘accounting speak’.
    English for Specific Purposes 01/2015; 37:87–97. DOI:10.1016/j.esp.2014.08.001 · 1.28 Impact Factor


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