By Dorothy Feldman, Anthony H. Catanach
"Advances in Accounting schooling: educating and Curriculum concepts" is a refereed, educational examine annual that goals to satisfy the desires of school individuals attracted to how you can enhance their lecture room guide. It comprises either non-empirical and empirical articles facing accounting pedagogy at school and collage point. Non-empirical papers are academically rigorous and in particular talk about the institutional context of a path or software, in addition to any appropriate alternate offs or coverage matters. Empirical stories show sound study layout and execution, and advance an intensive motivation and literature evaluation. considerate, well-developed articles describe how instructing equipment or curricula/programs could be enhanced. "Advances in Accounting schooling: educating and Curriculum ideas" serves as a discussion board for sharing generalizable instructing ways starting from curricula improvement to content material supply recommendations. Readable, appropriate and trustworthy this quantity is of curiosity to all teachers, researchers and directors dedicated to bettering accounting schooling on the university and collage point. This quantity offers correct, readable articles facing accounting pedagogy at college/university point. It serves as a discussion board for sharing generalizable educating techniques starting from curricula improvement to content material supply innovations and is of curiosity to teachers, researchers and directors dedicated to enhancing accounting schooling.
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Extra resources for Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education Teaching and Curriculum Innovations, 11)
Resume as Balanced Scorecard 47 Barsky, N. , Catanach, A. , & Lafond, C. A. (2008). Student turned consultant: Teaching the balanced scorecard using experiential learning. In: B. N. Schwartz & A. H. Catanach (Eds), Advances in accounting education: Teaching and curriculum innovations (Vol. 9, pp. 287–305). Bingley, UK: Emerald Group Publishing Limited. , Grappo, G. , & Lewis, A. (2004). How to write better resumes. New York: McGraw-Hill. Garrison, R. , & Brewer, P. C. (2008). ). New York: McGraw-Hill/Irwin.
The teamwork grade is also a function of the online survey. After each project, students receive a score worth 2% of the course grade based on their team members’ evaluation of their performance. The survey asks students to consider each team member’s relative contribution, attendance at meetings, quality of work, and attitude. The survey also allows students to provide additional comments, which give the instructor insight into the dynamics of their team. Collecting the survey data online enables us to download it in an Excel ﬁle and easily convert the results into teamwork scores and a leader score.
The BSC’s inclusion in introductory texts also implies that the topic is relevant to nonaccounting majors, who may not learn it in their other business courses. While the conceptual underpinnings of the BSC are not complex, we have found that teaching the BSC to students who lack business experience can be difﬁcult. Understanding the value of the BSC requires an intimate knowledge of a company’s strategy, the various BSC perspectives, and the measures available to a company (Kaplan & Norton, 2005, pp.