Accounting students' feedback on feedback in Australian universities: they're are less than impressed

Watty, Kim, De Lange, Paul, Carr, Rodney, O'Connell, Brendan, Howieson, Bryan and Jacobsen, Ben 2013, Accounting students' feedback on feedback in Australian universities: they're are less than impressed, Accounting education: an international journal, vol. 22, no. 5, pp. 467-488, doi: 10.1080/09639284.2013.823746.

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Title Accounting students' feedback on feedback in Australian universities: they're are less than impressed
Author(s) Watty, KimORCID iD for Watty, Kim
De Lange, Paul
Carr, Rodney
O'Connell, Brendan
Howieson, Bryan
Jacobsen, Ben
Journal name Accounting education: an international journal
Volume number 22
Issue number 5
Start page 467
End page 488
Total pages 22
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2013
ISSN 0963-9284
Keyword(s) accounting education
actions for improvement
students' perceptions
undergraduate students
Summary Undergraduate accounting students in Australian universities are dissatisfied with the feedback that they currently receive. Recent evidence from the Course Experience Questionnaire (CEQ, a national survey of Australian university graduates) suggests that the accounting discipline ranks poorly on assessment feedback when compared to other disciplines. This finding aligns with the results of local university data, which also shows that students appear dissatisfied with feedback. Similar results can be found in other jurisdictions, as noted by the Higher Education Academy in the UK. Given the importance of feedback to enhancing students' learning, these results are of concern to accounting academics and other stakeholders, including professional accounting bodies and graduate employers. To date, few studies have sought to understand in a comprehensive manner the relatively poor performance in feedback scores in the discipline of accounting. This exploratory study seeks to address this gap by investigating the reasons underlying students' dissatisfaction. We report on students' perceptions obtained from a large survey of Australian undergraduate accounting students across 12 universities. Over 2600 students responded to the survey. Our findings indicate that accounting students value feedback that is individualised, detailed, constructive and timely, and that currently they are not receiving feedback with these attributes.
Language eng
DOI 10.1080/09639284.2013.823746
Field of Research 130303 Education Assessment and Evaluation
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2013, Taylor & Francis
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School of Accounting, Economics and Finance
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