Pedagogy Change in Undergraduate Managerial Accounting Principles Courses: A Detailed Review of Simulation Use to Support Business Integration Learning, Student Engagement, Teamwork, and Assessment
Advances in Accounting Education: Teaching and Curriculum Innovations
ISBN: 978-1-78441-646-1
Publication date: 3 August 2015
Abstract
Purpose
Explore the use of simulation within managerial accounting principles courses to enhance business integration learning. Course pedagogy and content changes are examined as an alternative approach to traditional lecture. Specific outcome goals include critical thinking, engagement, and communication skills development.
Methodology/approach
Literature review, stakeholder feedback, assessment examination results.
Findings
Stakeholder feedback suggests increased student motivation and engagement can occur with simulation use. A positive impact on student learning is possible where a real-world, competitive decision-making scenario is provided in conjunction with enthusiastic instructor guidance. Further, standardized examinations are available as a means to evaluate assurance of learning goals and continuous improvement models related to assessment.
Practical implications
Highlights the development of quantitative and qualitative decision-making skills.
Social implications
Students are better prepared for business study through development of decision-making, critical thinking, teamwork, and communication skills.
Originality/value
The use of simulation represents a powerful tool for study of the interdisciplinary nature of business. Instructors may find the feedback herein beneficial as they consider pedagogy alternatives for their managerial accounting principles courses.
Keywords
Citation
Zeigler, J.F. (2015), "Pedagogy Change in Undergraduate Managerial Accounting Principles Courses: A Detailed Review of Simulation Use to Support Business Integration Learning, Student Engagement, Teamwork, and Assessment", Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education, Vol. 17), Emerald Group Publishing Limited, Leeds, pp. 45-70. https://doi.org/10.1108/S1085-462220150000017013
Publisher
:Emerald Group Publishing Limited
Copyright © 2015 Emerald Group Publishing Limited