Using business simulation: an authentic learning experience for accounting students

Abstract

Purpose

Our study aims to investigate the learning effectiveness of business schools in Australia using the framework of authentic learning. Additionally, it proposes the acceptability of authentic learning measures within the Australian context.

Design/methodology/approach

A structured questionnaire was used to assess the efficacy of authentic learning constructs across different time frames from January 2021 to July 2022. Relevant measurements were employed to evaluate the convergent and discriminant validity scales used to measure authentic learning experiences.

Findings

The results indicate that all nine dimensions (constructs) of authentic learning have statistical significance in assessing learning outcomes in Australian business schools. No variability in the significance of the constructs across different time frames was observed, demonstrating the robustness of the results.

Practical implications

Our study offers valuable insights for educators, policymakers, and corporate recruiters by highlighting the development of authentic learning capabilities in Higher Education Institutions (HEIs) in Australia. This approach can enhance academic development through industry-academia collaboration, reducing the gap between education and industry needs, and producing market leaders for sustainable economic development.

Originality/value

This study is a novel attempt to evaluate authentic learning scales in Australian HEIs, specifically within business schools, and to assess how academic practices align with recruiters' expectations.

Citation

Akhtaruzzaman, M., Ahmadi, H., James, W. and Ghosh, R. (2024), "Using business simulation: an authentic learning experience for accounting students", Journal of Accounting Literature, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JAL-06-2024-0137