Engendering learning engagement in a diverse cohort: a reflection

Abstract

Purpose

The purpose of this paper is to reflect upon and describe the introduction of an articulated engagement learning and teaching approach to a diverse cohort in a postgraduate management accounting unit of study.

Design/methodology/approach

A case study, based on the authors' experiences teaching diverse cohorts applies Bandura's social learning theory. Observation and modelling (which shaped earlier educational experiences and dominate student behaviour and classroom engagement) were used to overcome passive learning behaviour in diverse cohorts.

Findings

Better preparation for class by students is engendered by showing how study is applied. High engagement during class time is a combination of careful team construction and a task that has work relevance. Diversity need not be a constraint on teaching nor a barrier to learning. Diversity can be harnessed to facilitate learning. Reflection of the experience of students indicates high engagement, more confident, flexible and non‐scripted student responses and awareness of the value of diversity in the team.

Originality/value

An articulated engagement learning and teaching approach is described which caters for diversity, using resourcing problems with alternative recommendation choices, requiring justification, critique and defence.

Citation

Oliver, G.R. and Coyte, R. (2011), "Engendering learning engagement in a diverse cohort: a reflection", Accounting Research Journal, Vol. 24 No. 2, pp. 195-204. https://doi.org/10.1108/10309611111163727