The nature and preliminary outcomes of a Four-dimensional Accounting Student Support (FASS) programme

Abstract

A traditional student-support approach to Accounting, which involved tutoring and case-study-based independent learning, was redesigned to create a Four-dimensional Accounting Student Support (FASS) programme. The redesign was necessitated by continued poor module success rates, low graduation rates and limited engagement in teaching environments by postgraduate Accounting students, in spite of various support strategies. The FASS programme creatively considered the four dimensions of student-support programmes, namely, Operations, Academic assistance, Content, and Feedback. The redesigned programme was implemented for “at-risk” postgraduate students near graduation, with a specific focus on enhancing their academic performance and refining their personal attributes and skills for success. This article explains the design of the FASS programme and the results from the first implementation cycle. Improvements in academic success were noted, as were promising signs of the development of personal attributes and skills such as self-confidence, emotional resilience and how to move beyond content learning to understanding. Significant, and almost unexpected, was the obvious change in participants’ attitudes after being given the opportunity to take ownership of their learning. This evaluation study provides insight into one initiative to redesign student-support in the complex field of Accounting, though further research and debate are needed to refine such initiatives.

Keywords:

• accounting education
• ownership of learning
• CA2025 and 4IR
• accounting student-support
• tutoring
• academic success

ORCID

Corlia Janse van Vuuren http://orcid.org/0000-0002-4146-6937

Lizelle Bruwer http://orcid.org/0000-0003-3335-3956

Annari Muller http://orcid.org/0000-0002-4154-8633