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Communication researchers have observed that students will avoid majors that require the use of certain skills where the individual exhibits a high level of apprehension toward those skills. Historically, accounting has been perceived as requiring more math skills and fewer communication skills than other business majors so accounting has typically attracted students with low math apprehension and high communication (written and oral) apprehension. The current study investigates whether business students' perceptions across business majors regarding the level of mathematics, writing, and oral communication skills required for accounting reflect the recent changes in pedagogy and curriculum content for the accounting major.

The results indicate that the perception of skills required to be an accounting major by students in other business majors (more math and less communication) is different from the perception of accounting majors. On the other hand, accounting majors' perceptions of the skills needed to be in an alternative business major is generally similar to students in the respective major. These observations may lead to the interpretation that accounting majors have gotten the word that professional expectations of accountants involve substantial communication skill while that message has apparently not been shared with students who elect to major in other business fields.

The Technical Education and Vocational Training Authority (TEVTA) plays a crucial role in the socioeconomic development of a country. Still, it is often stigmatized as a secondary choice in the Global South. This study explored the interrelationships and impacts of factors such as family, school, and society on the perception and reputation of TEVTA.

By employing quantitative methods, the analysis focused on how family, society, and school support influence these perceptions and reputations within TEVTA programs. Social Cognitive Theory is the theoretical underpinning of this study, in which 350 students from 13 TEVTA institutes participated by filling out questionnaires. The data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and IBM SPSS 28.

This study indicates that family and societal influences significantly shape students' perceptions, confirming their pivotal role in enhancing the reputation of these programs. School support also emerged as a critical factor, significantly impacting students' perceptions but not directly influencing the programs' reputation. The analysis underscores the importance of understanding the sociocultural context to develop effective strategies for the TEVTA sector in Pakistan. This clear understanding is essential for developing effective strategies to improve the reputation of TEVTA programs in this setting. Moreover, this research offers policy suggestions to make vocational education more attractive and accessible to diverse students, ultimately contributing to the country's socioeconomic development.

This study applied Social Cognitive Theory (SCT) to explore how individual thoughts, environmental influences (such as family, school, and society), and behaviors interact within the context of TEVTA programs. This approach fills gaps in current research and offers a clearer understanding of what affects TEVTA's perception and reputation.

Given that previous research examining students’ perceptions of the legitimacy of the campus police (CP) has largely taken place on a single campus and utilized quantitative methods, the purpose of this qualitative study was to understand how community context shapes students’ interactions with and perceptions of the CP in two distinct campus settings.

This study draws on in-depth interviews with 70 undergraduates, including 36 attending a university in a relatively safe, affluent suburban area and 34 attending a university in a high crime, disadvantaged urban area.

Although participants at both universities appreciated the presence and visibility of the CP, some Suburban U students felt that rather than being protected from outside threats, they were instead policed for engaging in behaviors that they deemed typical of the college experience. Alternatively, Urban U students expressed the opposite of their CP, providing evidence that brief and positive officer-initiated encounters can enhance perceptions of legitimacy, particularly in settings characterized by higher crime rates.

These findings have implications for how the CP can build trust and legitimacy among students to enhance campus safety and foster future compliance and mutual respect.

This study extends the findings of previous research in two important ways. First, it compares two starkly different campus contexts to understand how community setting and local crime rates influence students’ perceptions of the CP, and second, it utilizes both a comparative and qualitative research design.

The aim of this study is to examine the determinants of students’ perceptions of the Green University. The authors also examine whether students’ perceptions of the Green University are determined by the type of sustainability-related subjects that they have been taken to date. The authors divided sustainability-related subjects into those related to economics, social, and environment. The authors also compare students’ perceptions by different university types (public vs. private) as well as students from different majors (economics and business vs. engineering). The authors use questionnaires for data collection where respondents are undergraduate students in Jakarta, Indonesia. The result shows that on average our respondents have positive perceptions about Green University practices. However, the authors also find that students’ perceptions variate across university types. The authors also find that students’ perceptions about the importance of Green University are not positively affected by sustainability-related subjects. The authors find that public university students have higher and significant perceptions about the Green University, whereas students’ majors have no significant effects.

Web-enhanced instruction is increasingly pervasive in higher education. Homework assignments and exams are increasingly completed online. Instructors evaluate the effectiveness of educational tools, such as web-based homework (WBH), in part through student performance that can be affected by students’ motivation. Thus, changes in students’ motivations and perceptions during an academic term can affect our assessment of the efficacy of the educational tool depending on when our assessment is conducted. No current studies identify variations in student perceptions of educational technology over time. Better understanding the changes in student perceptions of educational technology as they complete a course of study may help educators develop more effective instructional and pedagogical strategies. Our study explores how students’ attitudes toward WBH change with use.

This study investigates university students’ perceptions of (i) an introductory accounting course and (ii) the profession of accountancy. The study examines the extent to which these perceptions change during the students’ first semester of accountancy studies, and whether these perceptions relate to the students’ interest in the field of accounting. To investigate these issues, we survey 231 undergraduate students in their first semester of accounting studies at a large Greek university. In general, the results show that the students’ initial perceptions of the accounting profession are rather traditional and stereotypical, but that these perceptions generally become more “positive” at the end of their first semester after completing an introductory accounting course. Moreover, at the end of the semester, the students perceive the introductory course as being more rewarding and enjoyable than they had originally expected. The study also finds that students who are interested in accounting hold more positive views of the course and the profession (both at the beginning of the semester and at the end) than those who are not interested in accounting. The findings underline the important role of educators in influencing the perceptions and intentions of their students with regard to accounting study and profession.

Prior research that attempts to empirically correlate research activity and effective teaching generates conflicting results. These contradictory findings contribute to the scrutiny that currently threatens to undermine accounting education and to impact funds currently directed toward the support of accounting research. The purpose of this study is to measure the impact of relevant research on students’ perceptions of effective teaching. This two-phase study incorporates both a between-subjects decision-making experiment and a ranking instrument to measure the importance of various faculty attributes of teaching effectiveness. The two factors of interest in this study are whether a hypothetical accounting professor (1) conducts and publishes relevant research and (2) incorporates relevant research into classroom lectures. The results of the first phase of the study experimentally demonstrate that students enrolled in accounting classes perceive the professor who does both (conducts and publishes relevant research and incorporates research into classroom lectures) to be significantly more effective than others. Specifically, the study identifies a statistically significant two-way interaction between the two factors of interest. This suggests that students perceive the professor's research to be a component of teaching effectiveness if, and only if, that research is incorporated into the classroom experience of the student. The second phase of the study finds that students generally rank both of the faculty research attributes lower in importance than other previously identified factors used to describe the professor.

The purpose of the study is to determine how students perceive groupwork and identify patterns of less successful groups in online challenge-based learning.

This study involved 29 university students working in nine teams in an online challenge-based course. The authors applied Volet's (2001) Student Appraisal of Group Assignments (SAGA) instrument to measure students' perceptions on six constructs: Cognitive Benefits, Motivation Influence, Affect, Interpersonal, Management, and Group Assessment. Questionnaires were administered at different time points (before, during, and after the project). Focus groups were conducted to gain insights into students' experiences.

Findings suggest that students reporting decreasing or stalling perception scores on the Motivation Influence, Interpersonal constructs would likely not be in high-performing groups. Additionally, challenge-based learning is less suitable for time-compressed courses.

The study expands the understanding of students' perceptions of online challenge-based learning, at different performance levels, and difficulties in these projects. Practical implications of this study are support for teachers in identifying struggling teams, and designing and facilitating challenge-based courses.

This study investigates perceptions of the work of accountants held by first‐year accounting students as part of a national survey of accounting students. First‐year commerce students from five tertiary institutions were surveyed about their perceptions of the accounting profession as well as their intention to complete a major study of accounting at tertiary level. Influences on the formation of their perceptions formed an important part of the study. The results reported in this paper serve to illustrate that the majority of students surveyed had negative perceptions of accounting. The source of influences on perceptions indicated that perceptions were mainly derived from tertiary education experiences. As perceptions influence choice of major and career choice, the findings have important implications for accounting educators and professional accounting bodies.