Drivers of teaching effectiveness: Views from accounting educator exemplars in Australia

Wygal, Donald E., Watty, Kim and Stout, David E. 2014, Drivers of teaching effectiveness: Views from accounting educator exemplars in Australia, Accounting education : an international journal, vol. 23, no. 4, 322, pp. 342-342.

Attached Files
Name Description MIMEType Size Downloads

Title Drivers of teaching effectiveness: Views from accounting educator exemplars in Australia
Author(s) Wygal, Donald E.
Watty, KimORCID iD for Watty, Kim
Stout, David E.
Journal name Accounting education : an international journal
Volume number 23
Issue number 4
Season 322
Start page 342
End page 342
Total pages 21
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2014
ISSN 0963-9284
Keyword(s) Accounting exemplars
Pathways Commission
survey-based research
teaching effectiveness
teaching excellence
Summary This paper summarizes the views, obtained via a survey instrument created by the authors and reported in studies by Stout and Wygal, of 22 accounting educator teaching exemplars from Australia. Each of these individuals has been cited for teaching excellence through receipt of one or more formal teaching awards. The paper responds to calls in Australia for increased attention to the dimensions of teaching effectiveness and to initiatives in the United States calling for a broader sharing of information among members of the academy regarding the characteristics of teaching effectiveness. Little direct evidence from the field of accounting education is available to date regarding such characteristics or antecedents of teaching effectiveness in the student learning environment. Our research therefore extends in a fundamental way the work of Stice and Stocks and Stout and Wygal. Specifically, perceptions from a sample of award-winning non-US faculties regarding the 'drivers of teaching effectiveness' in accounting education are recorded and analyzed. In decreasing order of perceived importance, drivers of teaching effectiveness are: having a student focus; commitment to teaching (as a profession); high levels of preparation/organization; the ability to link subject matter to the practice environment; and, instructor skills and attributes. This paper adds to our understanding of the drivers of teaching effectiveness and begins the process of creating a worldwide knowledge base in accounting education. The paper should be of interest to accounting faculty members interested in improving their teaching effectiveness and/or mentoring junior faculty members. © 2014 © 2014 Taylor & Francis.
Language eng
Field of Research 1302 Curriculum and Pedagogy
1501 Accounting, Auditing and Accountability
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, Taylor & Francis
Persistent URL

Document type: Journal Article
Collections: Faculty of Business and Law
School of Accounting, Economics and Finance
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 4 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 412 Abstract Views, 9 File Downloads  -  Detailed Statistics
Created: Mon, 07 Sep 2015, 15:43:02 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact