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- 저자 : MEGAN M. LEACH (검색결과 2 건)
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Maria A. Leach-López,이은서,Megan M. Leach 한국회계학회 2019 회계학연구 Vol.44 No.2
Accounting instruction has changed and continues to change rapidly due to developing computer technology. As technology improves, research into the selection of online learning tools is needed. This study evaluates the relationship between students’ learning styles and the students’ reported usefulness of online learning tools in accounting principles courses. The learning styles identified by Fleming (1995) are Visual, Aural, Read/write, and Kinesthetic (VARK). These learning styles are analyzed to determine whether accounting principles courses should be designed to match students' learning styles. Correlations and regression analyses are used to answer the research question. Linear models are tested with the various online learning tools as the dependent variable. The independent variables used in each linear model are the learning styles and students’ demographic variables. The results indicate that visual, read/write, and kinesthetic learning styles guide the students’ preference of learning tools. The aural learning style is the only learning style that does not drive the choice of learning tools. Thus, we find that students are using online study tools outside the classroom. An important goal for instructors should be to encourage the students to use the tools available. Some demographic variables are also found to be significant such as age, gender, availability of computers, and whether the student has a job or not. The findings of this study should be of interest to accounting instructors using online learning tools or contemplating integration of online learning tools in the classroom. Findings indicate that the kinesthetic learning style is the most prevalent which might encourage textbook publishers to create more interactive online learning tools.
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ACSB Post-Doctoral Bridge Program: A Non-Traditional Bridge to Become Scholarly Academic
Maria A. Leach-López,이은서,MEGAN M. LEACH 서울대학교 경영연구소 2023 Seoul Journal of Business Vol.29 No.2
A steady decrease in accounting PhD graduates has led to a shortage of accounting faculty classified as ‘Scholarly Academic’ (SA) according to AACSB standards for accreditation. To increase the supply of qualified accounting faculty, programs like the University of Florida’s Post-Doctoral Bridge Program (PDBP) have evolved to enable faculty to become qualified as Scholarly Academic (SA) per AACSB standards. From 2008 to 2020, the PDBP produced 43 SA qualified graduates from the accounting concentration track of the program. This increase in SA accounting faculty resulted in an average of 3.3 graduates per year, with two-thirds of graduates currently employed in AACSB accredited programs. Results suggest that non-traditional programs like the PDBP are a viable option to help alleviate the shortage of SA accounting faculty faced by academia.
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