Exploring the teaching potential of empirically-based case studies

Abstract

This paper explores the current debate about case studies in accounting education and accounting research and concludes that there is a potentially bigger role for case studies in furthering the alignment between accounting research, education and practice. It uses an empirically-researched, narratively-constructed case study in the context of an undergraduate accounting degree programme module to illustrate how this might be achieved. The paper provides evidence that, when real ‘messy stories’ of accounting in context are used within a problem-based learning context, they can play a significant role in meeting the challenges facing accounting education in the new millennium. Finally, the evidence suggests that research and teaching are inextricably intertwined and that the empirically-researched case studies, rather than lying dormant in the pages of academic journals, offer a powerful means of further effecting real accounting practice reform and promoting developments in accounting education.

Keywords:

• case study modules
• case study research
• problem-based learning
• practice relevant skills
• narrative case studies

Acknowledgements

The authors wish to make a special acknowledgement of the helpful suggestions received from two anonymous referees.

Notes

A copy of the case study can be obtained bny contacting the authors.