Lecturing proficiency and effectiveness of New Zealand accounting and finance academics
About the project
The over-arching objective of this project was to improve accounting and finance academics’ teaching effectiveness that would enhance students’ learning outcomes.
Particular attention was paid to how accounting and finance educators use and conduct lectures.
A survey to determine factors associated with student learning satisfaction and learning effectiveness elicited 548 responses from both University of Otago and University of Canterbury students.
Teacher-based themes (these were rated of highest importance)
- Teacher empathy
- Teacher communication
- Teacher-supplied learning material
- Teacher involvement
- Teacher learning support
- Textbook support
- Peer support
- Physical learning space
- General learning environment.
Practical applications resulting from findings
The three key applications are provided below: Download the report
- Educators who aspire to improve their teaching effectiveness can use the study’s nine student satisfaction and learning effectiveness themes as a guide.
- Educators can use these themes to assess changes they may implement in their learning and teaching methods, activities, assessment, etc.
- Researchers who wish to study student satisfaction and/or learning effectiveness can use the nine themes to operationalise these variables.
University of Otago
- Ralph Adler
- Helen Roberts
University of Canterbury
- Project commenced: 2014
- Project completed: 2016
Adler, R., Roberts, H., Crombie, N. & Dixon. (2017). Lecturing proficiency and effectiveness of New Zealand accounting and finance academics. Wellington, Ako Aotearoa: National Centre for Tertiary Teaching Excellence.