Perceptions of the benefits of the A3 planner in facilitating project-based learning in accounting education

References

• Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. doi: 10.1080/00098650903505415
   Google Scholar
• Bhasin, S. (2015). Clarification of the lean concept. In S. Bhasin (Ed.), Lean management beyond manufacturing (pp. 11–26). Cham: Springer. doi: 10.1007/978-3-319-17410-5_2
   Google Scholar
• Brown, G., Bull, J., & Pendlebury, M. (2013). Assessing student learning in higher education. Routledge. Retrieved from https://books.google.com/books?hl=el&lr=&id=ZQpUAQAAQBAJ&oi=fnd&pg=PP1&dq=Brown,+Bull+and+Pendlebury+&ots=izBh-DskVF&sig=tMbb02TAORdgKQayfK1fI7QT4ww
   Google Scholar
• Chakravorty, S. S. (2009). Process improvement: Using Toyota’s A3 reports. The Quality Management Journal; Milwaukee, 16(4), 7–26. doi: 10.1080/10686967.2009.11918247
   Google Scholar
• Chickering, A. W., & Gamson, Z. F. (1989). Seven principles for good practice in undergraduate education. Biochemical Education, 17(3), 140–141. doi: 10.1016/0307-4412(89)90094-0
   Google Scholar
• Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). ‘A real rollercoaster of confidence and emotions’: learning to be a university student. Studies in Higher Education, 33(5), 567–581. doi: 10.1080/03075070802373040
   Web of Science ®Google Scholar
• Donnelly, R., & Fitzmaurice, M. (2005). Collaborative project-based learning and problem-based learning in higher education: A consideration of tutor and student role in learner-focused strategies. In G. O'Neill, S. Moore, & B. McMullin (Eds.), Emerging issues in the practice of university learning and teaching (pp. 87–98). Dublin: AISHE/HEA.
   Google Scholar
• Douglas, J. A., Douglas, A., McClelland, R. J., & Davies, J. (2015). Understanding student satisfaction and dissatisfaction: An interpretive study in the UK higher education context. Studies in Higher Education, 40(2), 329–349. doi: 10.1080/03075079.2013.842217
   Web of Science ®Google Scholar
• Dowling, C., Godfrey, J. M., & Gyles, N. (2003). Do hybrid flexible delivery teaching methods improve accounting students’ learning outcomes? Accounting Education, 12(4), 373–391. doi: 10.1080/0963928032000154512
   Google Scholar
• Drennan, L. G., & Rohde, F. H. (2002). Determinants of performance in advanced undergraduate management accounting: An empirical investigation. Accounting & Finance, 42(1), 27–40. doi: 10.1111/1467-629X.00065
   Google Scholar
• Emiliani, M. L. (1998). Continuous personal improvement. Journal of Workplace Learning, 10(1), 29–38. doi: 10.1108/13665629810370021
   Google Scholar
• Ginns, P., & Ellis, R. A. (2009). Evaluating the quality of e-learning at the degree level in the student experience of blended learning. British Journal of Educational Technology, 40(4), 652–663. doi: 10.1111/j.1467-8535.2008.00861.x
   Web of Science ®Google Scholar
• Kavanagh, M. H., & Drennan, L. (2008). What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations. Accounting & Finance, 48(2), 279–300. doi: 10.1111/j.1467-629X.2007.00245.x
   Web of Science ®Google Scholar
• Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. doi: 10.1207/s15326985ep4102_1
   Web of Science ®Google Scholar
• Milne, M. J., & McConnell, P. J. (2001). Problem-based learning: A pedagogy for using case material in accounting education. Accounting Education, 10(1), 61–82. doi: 10.1080/09639280122712
   Google Scholar
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. doi: 10.1080/03075070600572090
   Web of Science ®Google Scholar
• Opdecam, E., Everaert, P., Keer, H. V., & Buysschaert, F. (2014). Preferences for team learning and lecture-based learning among first-year undergraduate accounting students. Research in Higher Education, 55(4), 400–432. doi: 10.1007/s11162-013-9315-6
   Web of Science ®Google Scholar
• Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, Calif: Sage.
   Google Scholar
• Shook, J. (2008). Managing to learn: Using the A3 management process to solve problems, gain agreement, mentor and lead. Cambridge, MA: Lean Enterprise Institute.
   Google Scholar
• Sobek, D., & Smalley, A. (2008). Understanding A3 thinking: A critical component of Toyota’s PDCA management system. Boca Raton, FL: Productivity Press.
   Google Scholar
• Stanley, T., & Marsden, S. (2012). Problem-based learning: Does accounting education need it? Journal of Accounting Education, 30(3), 267–289. doi: 10.1016/j.jaccedu.2012.08.005
   Google Scholar
• Sterns, H. L., & Spokus, D. M. (2013). Lifelong learning and the world of work. In P. Taylor (Ed.), Older workers in an ageing society: Critical topics in research and policy (pp. 89–109). Cheltenham: Edward Elgar Publishing, Ltd.
   Google Scholar
• Tan, O. S. (2004). Editorial. Innovations in Education and Teaching International, 41(2), 123–124. doi: 10.1080/1470329042000208657
   Google Scholar
• Tomlinson, M. (2015). Between instrumental and developmental learning: Ambivalence in student values and identity positions in marketized UK higher education. International Journal of Lifelong Education, 1–20. doi: 10.1080/02601370.2015.1077482
   Web of Science ®Google Scholar
• Walker, A. E., Leary, H., Hmelo-Silver, C. E., & Ertmer, P. A. (2015). Essential readings in problem-based learning. West Lafayette, Indiana: Purdue University Press.
   Google Scholar
• Woodall, T., Hiller, A., & Resnick, S. (2014). Making sense of higher education: Students as consumers and the value of the university experience. Studies in Higher Education, 39(1), 48–67. doi: 10.1080/03075079.2011.648373
   Web of Science ®Google Scholar