By Dorothy Feldman, Anthony H. Catanach
"Advances in Accounting schooling: educating and Curriculum thoughts" is a refereed, educational study annual that goals to fulfill the wishes of college participants drawn to how one can increase their school room guide. It contains either non-empirical and empirical articles facing accounting pedagogy in 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 exchange offs or coverage concerns. Empirical studies convey sound learn layout and execution, and increase a radical motivation and literature evaluation. considerate, well-developed articles describe how instructing equipment or curricula/programs may be stronger. "Advances in Accounting schooling: instructing and Curriculum concepts" serves as a discussion board for sharing generalizable educating ways starting from curricula improvement to content material supply recommendations. Readable, suitable 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 provides appropriate, readable articles facing accounting pedagogy at college/university point. It serves as a discussion board for sharing generalizable educating methods starting from curricula improvement to content material supply recommendations and is of curiosity to teachers, researchers and directors dedicated to bettering accounting schooling.
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Extra info for Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education Teaching and Curriculum Innovations, 11)
Christian Mastilak and Michele Matherly ABSTRACT In managerial accounting courses, students lacking business experience ﬁnd the balanced scorecard (BSC) an inherently difﬁcult topic to understand. Students may lack an understanding of business strategy, the BSC’s perspectives, and the measures that a BSC uses to report performance. This chapter aims to assist instructors who teach the BSC by developing an analogy to a resume, which is a familiar concept to students. The analogy draws upon similarities between the BSC and a well-constructed resume: a cohesive strategy, multiple perspectives or areas, and multiple types of measures for each area.
Then, we link these perspectives together and to the various components of the strategy using arrows and boxes as necessary to present a graphical depiction of the resume similar to a scorecard (see Fig. 1). Within each perspective, we ask students for possible metrics that they can use to determine and demonstrate success for that perspective. Students might measure education by listing facts such as major, GPA, etc. Again, we take care to link these metrics to the strategy, and discuss the relevance of particular suggested measures to the given strategy.
We base the content grade on the correctness of speciﬁc values as detailed in the grading rubric shown at the end of this appendix. We review the memo for reasonableness of the argument supporting the regression model selected. In addition, the memo must comply with our minimum writing rules (see Appendix B). The compliance element considers whether teams follow the guidelines for preparing the Excel solution. The grading rubric provides more detail on the compliance grade, along with the Excel functions included in the project, and the criteria used to assess professional appearance and documentation.
Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education Teaching and Curriculum Innovations, 11) by Dorothy Feldman, Anthony H. Catanach