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Accounting Education Volume 22, 2013 - Issue 3
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Original Articles

An Exploratory Study on Cognitive Skills and Topics Focused in Learning Objectives of Finance Modules: A UK Perspective

Geeta Lakshmi University of Lincoln, UKCorrespondence[email protected]
Pages 233-247 | Received 01 Nov 2011, Accepted 01 Aug 2012, Published online: 10 May 2013

Citations (8)

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Subhan Ullah, Danson Kimani, Yunqian Bai & Rizwan Ahmed. (2018) Assessing the design of accounting modules across UK higher educational institutions. Cogent Business & Management 5:1.
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Articles from other publishers (7)

Nanja Kroon & Maria do Céu Alves. (2023) Examining the fit between supply and demand of the accounting professional's competencies: A systematic literature review. The International Journal of Management Education 21:3, pages 100872.
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Nanja Kroon & Maria do Céu Alves. (2023) Fifteen Years of Accounting Professional’s Competencies Supply and Demand: Evidencing Actors, Competency Assessment Strategies, and ‘Top Three’ Competencies. Administrative Sciences 13:3, pages 70.
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David Acevedo-Arango, Jhony Alexander Villa-Ochoa & Difariney González-Gómez. (2022) Correspondence between Professional Learning Expectations and Learning Opportunities in Financial Management Textbooks. Education Sciences 13:1, pages 15.
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Susan K. Wolcott & Matthew J. Sargent. (2021) Critical thinking in accounting education: Status and call to action. Journal of Accounting Education 56, pages 100731.
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Geeta Lakshmi. (2018) Gekko and black swans: Finance theory in UK undergraduate curricula. Critical Perspectives on Accounting 52, pages 35-47.
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Susan Hoadley, Leigh N Wood, Leonie Tickle & Tim Kyng. (2016) Applying threshold concepts to finance education. Education + Training 58:5, pages 476-491.
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Barbara Apostolou, Jack W. Dorminey, John M. Hassell & James E. Rebele. (2015) Accounting education literature review (2013–2014). Journal of Accounting Education 33:2, pages 69-127.
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