Undergraduate accounting and finance students’ perception of an individualised assignment: an exploratory case study

References

• Abu Asabeh, S., Alzboo, R., Alkhalaileh, R., Alshurafat, H., & Al Amosh, H. (2023). Soft skills and knowledge required for a professional accountant: Evidence from Jordan, Cogent Education, 10(2), 2254157. https://doi.org/10.1080/2331186X.2023.2254157
   Web of Science ®Google Scholar
• Ainsworth, J. (2021). Team-Based Learning in professional writing courses for accounting graduates: positive impacts on student engagement, accountability and satisfaction. Accounting Education, 30(3), 234–257. https://doi.org/10.1080/09639284.2021.1906720
   Web of Science ®Google Scholar
• Aisbitt, S. & Sangster, A. (2005). Using internet-based on-line assessment: A case study. Accounting Education, 14(3), 383–394. https://doi.org/10.1080/06939280500346011
   Google Scholar
• Akindayomi, A. (2015). Customized Assessment Group Initiative: A Complementary Approach to Students' Learning, Accounting Education, 24(2), 102–122. https://doi.org/10.1080/09639284.2015.1015148
   Web of Science ®Google Scholar
• Apostolou, B., Dorminey, D, W., Hassell, J M., & Rebele, J.E. (2015). Accounting education literature review. Journal of Accounting Education, 35, 20–55. https://doi.org/10.1016/j.jaccedu.2008.01.001
   Google Scholar
• Apostolou, B., Dorminey, D, W., Hassell, J M., Rebele, J.E. (2017) Accounting education literature review. Journal of Accounting Education, 43, 1–23. https://doi.org/10.1016/j.jaccedu.2018.02.001
   Google Scholar
• Association to Advance Collegiate Schools of Business (AACSB) Accounting Accreditation (2022). Available at: https://www.aacsb.edu/educators/accreditation/accounting-accreditation [Accessed 11 June 2023].
   Google Scholar
• Ballantine, J. & Larres, P.M. (2007). Final Year Accounting Undergraduates' Attitudes to Group Assessment and the Role of Learning Logs. Accounting Education, 16(2), 163–183. https://doi.org/10.1080/09639280701234419
   Google Scholar
• Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), pp.57–75. https://doi.org/10.1080/0729436990180105
   Google Scholar
• Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, pp.5–22.
   Google Scholar
• Blayney, P. & Freeman, M. (2008). Individualised interactive formative assessments to promote independent learning. Journal of Accounting Education, 26(3), 155–165. https://doi.org/10.1016/j.jaccedu.2008.01.001
   Google Scholar
• Chalupa, C. S. (2021). Increasing Motivation among Language Learners through Individualized Assessment. Central European Journal of Educational Research, 3(2), 1–13. https://doi.org/10.37441/cejer/2021/3/2/9564
   Google Scholar
• Christopher J. Jones (1996). Assessment and accounting education. Accounting Education, 5(2), 99–101. https://doi.org/10.1080/09639289600000012
   Google Scholar
• Dyball, M. C., Reid, A., Ross, R. & Schoch, H., (2007). Evaluating Assessed Group-work in a Second-year Management Accounting Subject. Accounting Education, 16(2), 145–162. https://doi.org/10.1080/09639280701234385
   Google Scholar
• Dyer, S., and Hurd, F. (2016). “What’s Going On?” Developing Reflexivity in the Management Classroom: From Surface to Deep Learning and Everything in Between. Academy of Management Learning & Education, 15(2), 287–303. https://doi.org/10.5465/amle.2014.0104
   Web of Science ®Google Scholar
• Eraut, M. (1995). The role of standards in academic and vocational contexts: current practice and future possibilities. A paper given at the conference standards in Academic, Professional and Vocational Higher Education. Birmingham, 15 September 1995.
   Google Scholar
• Fincher, S., Barnes, D., Bibby, P., Bown, J., Bush, V., Campbell, P., Cutts, Q., Jamieson, S., Jenkins, T., Jones, M., Kazatov, D., Lancaster, T., Ratcliffe, M., Seisenberg, M, Shinner-Kennedy, D., Wagstaff, C., White, L. & Whyley, C. (2006). Some Good Ideas from the Disciplinary Commons, in Proceedings of 7th Annual: Conference for Information and Computer Sciences. https://core.ac.uk/reader/64371
   Google Scholar
• Flood, A., (2010). Understanding phenomenology, Nurse researcher, 17(2), 7–15. https://doi.org/10.7748/nr2010.01.17.2.7.c7457
   PubMedGoogle Scholar
• Friesen, N. (2014). Telepresence and Tele-absence: A Phenomenology of the (In)visible Alien Online. Phenomenology & Practice, 8(1), 17–31. https://doi.org/10.29173/pandpr22143
   Google Scholar
• Gallagher, C. (2003). Reconciling a tradition of testing with a new learning paradigm. Educational Psychology Review, 15(1), 83–99.
   Web of Science ®Google Scholar
• Hancock, F., Birt, J., Lange, P.D., Fowler, C., Kavanagh, M., Mitrione, L., Rankin, M., Slaughter, G., & Williams, A. (2022). Integrity of assessments in challenging times. Accounting Education, 32(5), 501–522. https://doi.org/10.1080/09639284.2022.2137818
   Web of Science ®Google Scholar
• Hassan, O. A. G., Fox, A. & Hannah, G. (2014). Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline. Accounting Education, 23(3), 225–243. https://doi.org/10.1080/09639284.2014.905259
   Google Scholar
• Hamilton, I.R. (2009). Automating formative and summative feedback for individualised assignments. Campus-Wide Information Systems, 26(5), pp. 355–364. https://doi.org/10.1108/10650740911004787
   Google Scholar
• Hamman-Fisher, D., & McGhie, V. (2023). Towards decoloniality of the education training and development third-year curriculum: Employing situated learning characteristics to facilitate authentic learning. Cogent Education, 10(2), 2237301. https://doi.org/10.1080/2331186X.2023.2237301
   Web of Science ®Google Scholar
• Helfaya, A. (2019). Assessing the use of computer-based assessment-feedback in teaching digital accountants. Accounting Education, 28(1), 69 99, https://doi.org/10.1080/09639284.2018.1501716
   Web of Science ®Google Scholar
• Hill, T. (2016). Do accounting students believe in self-assessment?, Accounting Education, 25:4, 291–305. https://doi.org/10.1080/09639284.2016.1191271
   Web of Science ®Google Scholar
• Higher Education Statistics for the UK 2014/15 (HESA, 2014). Available at: https://www.hesa.ac.uk/data-and-analysis/publications/higher-education-2014-15 [Accessed 11 June 2023].
   Google Scholar
• Hong, D.P. (2022). Using in-Class group assignments to improve low-achieving students’ performance in an introductory accounting course, Accounting Education, https://doi.org/10.1080/09639284.2022.2119090
   Web of Science ®Google Scholar
• Hunt, N. (2010). Individualised Assessment in Statistics. In Assessment Methods in Statistical Education (eds P. Bidgood, N. Hunt and F. Jolliffe). https://doi.org/10.1002/9780470710470.ch17
   Google Scholar
• Johnson, P., Buehring, A., Cassell, C. & Symon, G. (2006). Evaluating qualitative management research: Towards a contingent criteriology. International Journal of Management Reviews, 8(3), 131–56. https://doi.org/10.1111/j.1468-2370.2006.00124.x
   Web of Science ®Google Scholar
• Joinson, Adam N. (2001). Self-disclosure in computer-mediated communication: The role of self- awareness and visual anonymity. European Journal of Social Psychology, 31(2), 177–192. https://doi.org/10.1002/ejsp.36
   Web of Science ®Google Scholar
• Kurban, C.F. (2019). Designing effective, contemporary assessment on a flipped educational sciences course. Interactive Learning Environments, 27(8), 1143–1159. https://doi.org/10.1080/10494820.2018.1522650
   Web of Science ®Google Scholar
• Lancaster, T. and Clarke, R. (2010). Staff-Led Individualised Assessment – A Case Study; 11th Annual Higher Education Academy Conference in Information and Computer Sciences, Durham University, Higher Education Academy
   Google Scholar
• Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York, NY: Routledge.
   Google Scholar
• Marriott, N. (2004). Using computerized business simulations and spreadsheet models in accounting education: a case study. Accounting Education, 13(1), 55–70. https://doi.org/10.1080/0963928042000310797
   Google Scholar
• Marriot, P. & Lau, A. (2008). The use of on-line summative assessment in an undergraduate financial accounting course. Journal of Accounting Education, 26 (2), https://doi.org/10.1016/j.jaccedu.2008.02.001
   Google Scholar
• Marriott, P., Tan, S.M. & Marriott, N. (2015). Experiential Learning – A Case Study of the Use of Computerised Stock Market Trading Simulation in Finance Education. Accounting Education, 24(6), 480–497. https://doi.org/10.1080/09639284.2015.1072728
   Web of Science ®Google Scholar
• Mountain, K., Teviotdale, W., Duxbury, J. & Oldroyd, J. (2022). Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development. Accounting Education, 32(1), 34–60. https://doi.org/10.1080/09639284.2022.2030240
   Web of Science ®Google Scholar
• National student survey (NSS, 2022). Available at: https://www.officeforstudents.org.uk/advice-and-guidance/student-information-and-data/national-student-survey-nss/ [Accessed 19 June 2023].
   Google Scholar
• Neubauer, B.E., Witkop, C.T. and Vaprio, L., (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), pp. 90–97. https://doi.org/10.1007/s40037-019-0509-2
   PubMed Web of Science ®Google Scholar
• Nnadi, M & Rosser, M. (2014). The ‘individualised accounting questions’ technique: using excel to generate quantitative exercises for large classes with unique individual answers. Accounting Education, 23 (3), 193–202. https://doi.org/10.1080/09639284.2014.894771
   Google Scholar
• No More Final Exams At Harvard? (2011, May 25). Available at: http://www.huffingtonpost.com/2010/07/19/no-morefinal-exams-at-ha_n_650842.html [Accessed 11 January 2022].
   Google Scholar
• Nyumba, T., Wilson, K., Derrick, CJ. & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9 (1), 20–32. https://doi.org/10.1111/2041-210X.12860
   Web of Science ®Google Scholar
• Opdenakker, R. (2006). Advantages and disadvantages of four interview techniques in qualitative research. Available on: http://tinyurl.com/3kpjoz6
   Google Scholar
• Osgerby & Rush, (2015). An exploratory case study examining undergraduate accounting students' perceptions of using Twitter as a learning support tool. The International Journal of Management Education, 13(3), 337–348. https://doi.org/10.1016/j.ijme.2015.10.002
   Google Scholar
• Pacharn, P., Bay, D. & Felton, S. (2013). The impact of a flexible assessment system on students' motivation, performance and attitude. Accounting Education, 22(2), 147–167. https://doi.org/10.1080/09639284.2013.765292
   Google Scholar
• Phillips, M.E. & Graeff, T.R. (2014). Using an in-class simulation in the first accounting class: moving from surface to deep learning. Journal of Education for Business, 89 (5), 241–247. https://doi.org/10.1080/08832323.2013.863751
   Google Scholar
• Rosser, M. (2008). Using Excel to Individualise Basic Mathematics Assignments. Computers in Higher Education Economics Review. 2020, 13–19. https://www.economicsnetwork.ac.uk/cheer/ch20/rosser.pdf.
   Google Scholar
• Rowlett, P. (2022). Partially-automated individualized assessment of higher education mathematics. International Journal of Mathematical Education in Science and Technology, 53(6), 1413–1434. https://doi.org/10.1080/0020739X.2020.1822554
   Web of Science ®Google Scholar
• Rust, C., Price, M. and O’Donovan, B. 2003. Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147–64. https://doi.org/10.1080/02602930301671
   Google Scholar
• Sangster, A., Stoner, G., & Flood, B. (2020). Insights into accounting education in a COVID-19 world. Accounting Education, 29(5), 431–562. https://doi.org/10.1080/09639284.2020.1808487
   Web of Science ®Google Scholar
• Smith, J.A., Flowers, P., and Larkin, M., (2009). Interpretative Phenomenological Analysis, Sage Publications Ltd, London, UK.
   Google Scholar
• Stiggins, R. J. (2001). Student-involved classroom assessment (3rd ed.). Upper Saddle River, NJ: Merrill-Prentice Hall.
   Google Scholar
• Stout, D.E., Borden, J. P., German, M., & Monahan, T. F. (2005). Designing and Implementing a Comprehensive Assessment Plan for a Graduate Accounting Programme. Accounting Education: an international journal, 14(4), 395 –410. https://doi.org/10.1080/06939280500346045
   Google Scholar
• Symon, G. and Cassell, C., (2012). Qualitative Organizational Research: Core Methods and Current Challenges. Sage Publications Limited, London, UK.
   Google Scholar
• Talbert, R. (2016). Flipped Calculus: A Gateway to Lifelong Learning in Mathematics. In Bergmann J (Eds.), Best Practices for Flipping the College Classroom (pp. 29–43). New York, N.Y; Abingdon: Taylor and Francis.
   Google Scholar
• Turner, M. & Baskerville, R. (2011). The Experience of Deep Learning by Accounting Students. Accounting Education. DOI: 22. https://doi.org/10.2139/ssrn.1912131.
   Google Scholar
• Wagner, C.I, Bal, T.M.P., Brinchmann, M.F., Noble, L.R., Raeymaekers, A.M., & Bjørnevik, M. (2023). The concept map as a substitute for lectures: Effects on student performance and mental health. Cogent Education, 10(1), 2218154. https://doi.org/10.1080/2331186X.2023.2218154
   Web of Science ®Google Scholar
• Wanner, T., Palmer, E. & Palmer, D. (2021). Flexible assessment and student empowerment: advantages and disadvantages – research from an Australian university. Teaching in Higher Education, https://doi.org/10.1080/13562517.2021.1989578
   Web of Science ®Google Scholar
• Watty, K. & De Lange, P., Carr, R., O'Connell, B., Howieson, B. & Jacobsen, B. (2013). Accounting Students' Feedback on Feedback in Australian Universities: They're Less Than Impressed. Accounting Education. 22(5), 467–488, https://doi.org/10.1080/09639284.2013.823746
   Google Scholar
• Wilson, B. G. (Ed.). (1996). Constructivist Learning Environments: Case Studies in Instructional design, Educational Technology Publications. Englewood Cliffs NJ.
   Google Scholar
• Wynder, M. (2004). Facilitating creativity in management accounting: a computerized business simulation. Accounting Education. 13(2), 231–250, https://doi.org/10.1080/09639280410001676639
   Google Scholar