1. ‘Accounting’ need not be boring ! Dr. Haider Shah & Ray Cobb Using action learning for teaching & assessment

2. Objective of accounting education Establishment of a foundation that enables students become lifelong learners via (1) communication, interpersonal, and intellectual skills; (2) general, organization and business, and accounting knowledge; and (3) professional orientation. According to the first position statement of the Accounting Education Change Commission (AECC, 1990)

3. Five factors of effective teaching (1) designing and developing courses and curricula; (2) selecting and using suitable material for the course/curriculum; (3) skilfully presenting the material; (4) using appropriate pedagogical methods and assessment devices; and (5) involvement in guiding and advising students (AECC, 1993, p. 436). Accounting Education Change Commission (AECC) identified factors in its 1993 report on effective teaching:

4. Coverage of Accounting Education in academic Journals

5. PBL vs traditional lecture method Two sections of an accounting theory course (same instructor, same semester) were studied. One taught in the traditional lecture format, other taught using PBL Both classes took the same final exam, prepared from a test bank, and completed a questionnaire to measure perceptions. Breton (1999)’s experiment

6. The PBL class performed significantly better on 50% of the exam questions, significantly better overall, and perceived a long-term perspective to the usefulness of their learning. PBL vs traditional lecture method Findings:

7. Action Learning Examples An experiential approach to learning about the balanced scorecard Wayne G. Bremser and Lourdes F. White Journal of Accounting Education, 18 (3), (2000), pp. 241-255 ”An active learning strategy for the classroom— ‘who wants to win... some mini chips ahoy’?’’ Ellen D. Cook and Anita C. Hazelwood Journal of Accounting Education, 20 (2002) pp. 297–306

8. Why traditional lecture method? Cost-effective, Useful for conveying large amounts of information quickly, and Minimum threat to students as they need not participate in the process (Beegle & Coffee, 1991). However research suggests that……. Effective instructors select strategies that involve students as active participants & Use a variety of teaching methods and presentation skills to Stimulate interest in the subject matter (e.g. Silberman, 1996; Salemi, 2002),

9. Yummy Cup Cakes Project Action learning project Cost Accounting Course at Level 5 Ray Cobb – the Module Leader a product that they could make and sell and generate actual results cup cakes : low cost, made with minimal of skills and selling to meet targets would expose students to a real business like scenario Atrium used for market place; sale proceeds to go to a charity chosen by majority vote

10. Assessment design One, developing a selling price for their products based on the cost of making the products & using cost plus Absorption method. To be submitted as an excel sheet Second, reflection on what went well and what didn’t go as per plan. A Variance analysis report based PowerPoint presentation by each student in a boardroom like situation.

11. Understanding of key costing concepts

12. Project helped in understanding concepts?

13. Was the project beneficial?

14. Was beneficial for module?

15. Such activities make module interesting?

16. How do you view the experience?

17. How happy were you with assessment?

18. Should this project continue next year?

19. Conclusion Adler and Milne (1997) argue that active learning develops competencies, other than technical competency, and promotes lifelong learning. The feedback on Yummy Cup experiment also confirms that.

20. Thank You !