Case Study, Application of theory, International Topics
Randi Jiang, Grand Valley State University
Kelly Timmer, Grand Valley State University
Accounting students needs are rapidly evolving to include the use of several different types of technology. Experiential learning and exposure to technology is considered one of the most valuable learning tools.
With the continued globalization of businesses, accounting curriculum should continue to expose students to important international issues. With the demand for accounting students to be familiar with several types of technology, it is important to engage students with real world data and scenarios. This case study teaches students data is never “perfect” and the importance of professional collaboration to research and present their findings. Experiential learning for educational curriculum is evolving and we hope to highlight this in our poster.
Adapt real world scenarios like the presentation to foster high impact learning in their classroom.
Connect with local companies to leverage community relationships.
Apply global perspectives in the classroom to broaden student viewpoints.
Hear it from the author:
Hi Lilly Conference,
Thank you for taking the time to visit our poster! We recognize with the ongoing globalization of businesses, curriculum should continue to expand on exposing students to important international issues. We examine how experiential learning in the classroom with a complex accounting topic such as foreign currency transactions can give students a global perspective, a chance to connect with local businesses, and most importantly learn.
We recognize experiential learning can take many forms, and we chose to use excel as a technological tool to analyze real data from a West Michigan business. For example, we may all know the shoe brand Chaco (the waterproof, outdoor sandal), however, students may fail to make the connection Chaco may be a part of a parent organization that conducts business not only in the US but overseas. By connecting with our West Michigan Company we are able to leverage real world scenarios and help accounting students practice not only technical skills but also teamwork and professional speaking to present their findings.
We hope to continue to expand curriculum to include high impact learning cases such as ours.
Andiola, L. M., Masters, E., & Norman, C. (2020). Integrating technology and data analytic skills into the accounting curriculum: Accounting department leaders’ experiences and insights. Journal of Accounting Education, 50, 100655. https://doi.org/10.1016/j.jaccedu.2020.100655
Butler, M. G., Church, K. S., & Spencer, A. W. (2019). Do, reflect, think, apply: Experiential education in accounting. Journal of Accounting Education, 48(5), 12–21. https://doi.org/10.1016/j.jaccedu.2019.05.001
Mardini, G. H., & Mah'd, O. A. (2022). Distance learning as emergency remote teaching vs. traditional learning for accounting students during the COVID-19 pandemic: Cross-country evidence. Journal of Accounting Education, 61(1), 100814. https://doi.org/10.1016/j.jaccedu.2022.100814
Wynn-Williams, K., Beatson, N., & Anderson, C. (2016). The impact of unstructured case studies on surface learners: A study of second-year accounting students. Accounting Education, 25(3), 272–286. https://doi.org/10.1080/09639284.2016.1165125