Deakin University
Browse

File(s) under permanent embargo

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

Version 2 2024-06-03, 15:30
Version 1 2015-09-07, 15:43
journal contribution
posted on 2024-06-03, 15:30 authored by DE Wygal, Kim WattyKim Watty, DE Stout
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.

History

Journal

Accounting education : an international journal

Volume

23

Pagination

322-342

Location

Abingdon, Eng.

ISSN

0963-9284

eISSN

1468-4489

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2014, Taylor & Francis

Issue

4

Publisher

Routledge