Perceived pervasive skills acquired through educational games in an accounting undergraduate degree
- Authors: Malan, Marelize , Van Dyk, Vanessa
- Date: 2021
- Subjects: Pervasive skills , Student perceptions , Game-based learning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/489357 , uj:44616 , Citation: Malan, M. & Van Dyk, V., 2021, ‘Perceived pervasive skills acquired through educational games in an accounting undergraduate degree’, Journal of Economic and Financial Sciences 14(1), a555. https://doi.org/ 10.4102/jef.v14i1.555
- Description: Abstract: Orientation: Learning should be active, experiential and fun. Research purpose: This study investigated the perceptions of students regarding the development of pervasive skills within an undergraduate accounting syllabus. Motivation for the study: Game-based learning is an effective way to increase students’ knowledge, evoke intense involvement in a collaborative setting and promote effective learning, which could result in the development of pervasive skills. Research approach/design and method: The perceptions of second-year students were gathered through a questionnaire with closed- and open-ended questions. The questionnaire sought to compare the two games that are played by the same set of students, one in their first year of study in a commerce module and another in their second year of study in an accounting module. Main findings: It was found that students enjoyed both games, particularly their collaborative nature and how they could learn from fellow students. The students perceived that the Monopoly board game primarily developed strategic thinking, critical thinking and professionalism whilst the 60 Seconds game developed teamwork, time management and communication (listening). The two games were, therefore, seen as effective learning aids since skills development occurred both within a formal, mark-bearing game and in an informal game with no bearing on the students’ marks. Practical/managerial implications: Learning through games can be interactive, practical and enjoyable and should be used as a tool to develop students’ pervasive skills. Contribution/value-add: This study also showed that it is not always necessary to spend much resource on a learning supplement. Both games proved to be effective learning tool in the development of pervasive skills.
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Students’ experience of pervasive skills acquired through sponsored projects in an undergraduate accounting degree
- Authors: Malan, Marelize , Van Dyk, Vanessa
- Date: 2021
- Subjects: Pervasive skills , Student perceptions , Sponsored projects
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/481330 , uj:43610 , Citation: Malan, M. & Van Dyk, V. 2021. Students’ experience of pervasive skills acquired through sponsored projects in an undergraduate accounting degree.
- Description: Abstract: An accounting graduate should not only possess technical knowledge, but also core competencies and pervasive skills necessary to meet the needs of employers and society as a whole. This study is centred on the undergraduate accounting programme of a South African university where several sponsored projects are offered to develop these skills. Purposive sampling was used to gain insights into the perceptions of students on whether these skills were developed throughout their degree. It was found that the students perceived a wide range of pervasive skills to be developed through their participation in the sponsored projects. These findings are consistent with literature, which emphasises the importance of such skills in the students’ future careers. Most notably, students gained a better understanding of the role of an accountant through their participation in the sponsored projects as well as finding them effective learning experiences. The challenges reported by students were the social aspect and the ability to work successfully in a team.
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