Drivers of Teaching Effectiveness: Views from Accounting Educator Exemplars in Australia

• In Event: Teaching, Learning, and Curriculum II

Abstract

This paper summarizes the views, obtained via a survey instrument created by the authors, of 22 accounting teaching exemplars from Australia. Respondents provided perceptions regarding the drivers of “teaching effectiveness.” In decreasing order of perceived importance, drivers of teaching effectiveness are: having a student focus; commitment to teaching (as a profession); high level of preparation/organization; ability to link subject matter to the practice environment; and, instructor skills and attributes. This paper adds to our understanding of the drivers of teaching effectiveness in accounting education. Findings are related both to signals from the broader education literature and specifically with regard to contextual/cultural dimensions of the classroom and practice environments. As such, the paper should be of interest to those who seek to improve their own teaching and to senior accounting faculty in their role as mentors to junior faculty members.

Keywords: Accounting exemplars, teaching effectiveness, survey-based research, mentoring, learning communities, Pathways Commission.

Authors

• Donald E Wygal, Rider University

• Kim Watty, Deakin University, Burwood

• David E. Stout, Youngstown State University