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Group work and undergraduate accounting students: a Bourdieusian analysis

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Group work and undergraduate accounting students : a Bourdieusian analysis. / Teviotdale, Wilma W.; Clancy, David; Fisher, Roy; Hill, Pat.

In: Research in Post-Compulsory Education, Vol. 22, No. 3, 31.12.2017, p. 334-354.

Research output: Contribution to journalJournal article

Harvard

Teviotdale, WW, Clancy, D, Fisher, R & Hill, P 2017, 'Group work and undergraduate accounting students: a Bourdieusian analysis', Research in Post-Compulsory Education, vol. 22, no. 3, pp. 334-354. https://doi.org/10.1080/13596748.2017.1358513

APA

Teviotdale, W. W., Clancy, D., Fisher, R., & Hill, P. (2017). Group work and undergraduate accounting students: a Bourdieusian analysis. Research in Post-Compulsory Education, 22(3), 334-354. https://doi.org/10.1080/13596748.2017.1358513

Vancouver

Teviotdale WW, Clancy D, Fisher R, Hill P. Group work and undergraduate accounting students: a Bourdieusian analysis. Research in Post-Compulsory Education. 2017 Dec 31;22(3):334-354. https://doi.org/10.1080/13596748.2017.1358513

Author

Teviotdale, Wilma W. ; Clancy, David ; Fisher, Roy ; Hill, Pat. / Group work and undergraduate accounting students : a Bourdieusian analysis. In: Research in Post-Compulsory Education. 2017 ; Vol. 22, No. 3. pp. 334-354.

Bibtex

@article{d3b30c5a739f44a9b6c4e61630f02eb4,
title = "Group work and undergraduate accounting students: a Bourdieusian analysis",
abstract = "This study investigated students{\textquoteright} views and experiences of group work in a vocationally oriented undergraduate accounting and finance degree course in an English post-1992 university. In this context tutors prepare students for the profession and for the workplace, and the development of team-working skills is a core element in the curriculum. This presents a significant challenge to tutors given that students commonly report an aversion to aspects of group work, including a perceived loss of individual autonomy, and particularly the fear of a risk to grades arising from working with others. Theoretical constructs drawn from Bourdieu were used to develop an understanding of how tutors could be better informed of students{\textquoteright} perspectives. This supports reflective behaviour by tutors when designing strategies to overcome both commonly reported barriers to effective group work and previously less well understood drivers of student behaviour. A focus group approach was adopted with 28 students participating. The findings have the potential to address the challenge of facilitating students{\textquoteright} effective engagement in group work in accounting and other vocationally oriented programmes.",
keywords = "Vocational accounting education, group work, assessment",
author = "Teviotdale, {Wilma W.} and David Clancy and Roy Fisher and Pat Hill",
year = "2017",
month = dec
day = "31",
doi = "10.1080/13596748.2017.1358513",
language = "English",
volume = "22",
pages = "334--354",
journal = "Research in Post-Compulsory Education",
issn = "1359-6748",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Group work and undergraduate accounting students

T2 - a Bourdieusian analysis

AU - Teviotdale, Wilma W.

AU - Clancy, David

AU - Fisher, Roy

AU - Hill, Pat

PY - 2017/12/31

Y1 - 2017/12/31

N2 - This study investigated students’ views and experiences of group work in a vocationally oriented undergraduate accounting and finance degree course in an English post-1992 university. In this context tutors prepare students for the profession and for the workplace, and the development of team-working skills is a core element in the curriculum. This presents a significant challenge to tutors given that students commonly report an aversion to aspects of group work, including a perceived loss of individual autonomy, and particularly the fear of a risk to grades arising from working with others. Theoretical constructs drawn from Bourdieu were used to develop an understanding of how tutors could be better informed of students’ perspectives. This supports reflective behaviour by tutors when designing strategies to overcome both commonly reported barriers to effective group work and previously less well understood drivers of student behaviour. A focus group approach was adopted with 28 students participating. The findings have the potential to address the challenge of facilitating students’ effective engagement in group work in accounting and other vocationally oriented programmes.

AB - This study investigated students’ views and experiences of group work in a vocationally oriented undergraduate accounting and finance degree course in an English post-1992 university. In this context tutors prepare students for the profession and for the workplace, and the development of team-working skills is a core element in the curriculum. This presents a significant challenge to tutors given that students commonly report an aversion to aspects of group work, including a perceived loss of individual autonomy, and particularly the fear of a risk to grades arising from working with others. Theoretical constructs drawn from Bourdieu were used to develop an understanding of how tutors could be better informed of students’ perspectives. This supports reflective behaviour by tutors when designing strategies to overcome both commonly reported barriers to effective group work and previously less well understood drivers of student behaviour. A focus group approach was adopted with 28 students participating. The findings have the potential to address the challenge of facilitating students’ effective engagement in group work in accounting and other vocationally oriented programmes.

KW - Vocational accounting education

KW - group work

KW - assessment

U2 - 10.1080/13596748.2017.1358513

DO - 10.1080/13596748.2017.1358513

M3 - Journal article

VL - 22

SP - 334

EP - 354

JO - Research in Post-Compulsory Education

JF - Research in Post-Compulsory Education

SN - 1359-6748

IS - 3

ER -