Teaching and Learning in Business Education

Key Aspects of Teaching and Learning in Accounting, Business, and Management

• This chapter aims to identify the key characteristics of accounting, business, and management education and how they influence teaching, learning, and assessment.
• Business education is a significant sector in higher education, with approximately 200,000 undergraduates enrolled in business, management, and accounting programs annually in the UK (2005/2006 data).
• The diversity of students, disciplines, and stakeholders in business education presents challenges for lecturers and necessitates adaptable learning, teaching, and assessment approaches.
• The QAA (Quality Assurance Agency) Subject Benchmark Statements (2007a) outline a three-fold purpose for general and business management programs in the UK: study of organizations, preparation for careers, and development of lifelong learning skills.
• The accounting subject benchmark statements also emphasize practical business and financial skills.

Distinctive Aspects of Business Education

• Business education aims for both vocational (practical application) and liberal (broad-based knowledge) aspects— preparing students for employment while exploring the role of business in society, considering legal, economic, or ethical facets.
• Business educators face challenges balancing diverse demands— government guidelines, employer expectations, professional bodies, and student needs, and the vocational vs liberal learning tension.
• Teaching and assessment strategies should accommodate this duality.

Interrogating Practice

• The balance between subject knowledge and skill development varies across degrees (e.g accounting)
• Skills development should enhance employability and aid understanding.
• Educators should consider how skills and knowledge development link.

Teaching and Learning Strategies

• To address diverse student needs, lecturers should consider student perceptions of skill development and how to approach module design, accounting, and management courses.
• Assessment strategies should support learning outcomes for both 'for business' and 'about business' approaches.
• The teaching experience should accommodate students' backgrounds in order to integrate individual and group projects
• Assessors must be aware and respond to a range of skill and experiential levels in learning.

Technology in Business Education

• Internet-based resources and tools for business education should be taken advantage of, including their use in teaching sessions.
• Educators should be aware of potential issues like plagiarism (and be wary of inaccurate information) arising from the usage of online resources.
• New lecturers should be adequately prepared to incorporate ICT resources and be aware of relevant tools and frameworks.

Developing Critical Thinking

• Critical-thinking skills are important for future success in business settings.
• Critical reading, reflective writing, the use of case studies, and analysis of differing perspectives are useful tools for teaching critical thinking, acknowledging the diversity of perspectives in business and accounting programs.

This quiz explores the key aspects of teaching and learning in accounting, business, and management education. It examines the challenges posed by diverse student backgrounds and the QAA Subject Benchmark Statements that guide these programs. Enhance your understanding of effective teaching methods in business education.