The Challenge: Teaching Accounting Concepts to Students of the Built Environment

Antoniades, H

The Challenge: Teaching Accounting Concepts to Students of the Built Environment

Antoniades, H

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Publisher:: CIB
Publication Type:: Conference Proceeding
Citation:: World Building Congress 2013, 2013, pp. 1 - 11
Issue Date:: 2013-01

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Field	Value	Language
dc.contributor.author	Antoniades, H https://orcid.org/0000-0003-0462-2221	en_US
dc.contributor.editor	-	en_US
dc.date	2013-05-05	en_US
dc.date.issued	2013-01	en_US
dc.identifier.citation	World Building Congress 2013, 2013, pp. 1 - 11	en_US
dc.identifier.isbn	978-0-9875542-1-5	en_US
dc.identifier.uri	http://hdl.handle.net/10453/26890
dc.description.abstract	Accounting Concepts are considered crucial for the successful operation of any business or profession. Therefore, many undergraduate degrees include an individual subject for accounting. Consequently, lecturers are faced with the daunting task to teach accounting to non-accounting students, usually within a short space of time, and yet with the expectation that the students will immediately grasp all the key concepts and adequately maintain books and records to comply with relevant Accounting Standards. The purpose of the research paper is to ascertain the effectiveness of different teaching styles for students in the built environment. The research methodology in this paper analyses results from four groups of students, over two years, who were enrolled in property and or construction undergraduate degrees. The undergraduate degrees comprised of one shared accounting subject which was taught over one semester. Two groups of students (Groups A and D) were taught with a modified approach towards accounting language, with integrated examples relating purely to the built environment, and the other two groups (Groups B and C) were taught with the traditional accounting language found in an accounting degree and with the use of examples relating to a variety of industries, but not including the built environment. The results indicate a superior learning outcome, outstanding results, and a higher pass rate for groups A and D.	en_US
dc.publisher	CIB	en_US
dc.relation.ispartof	World Building Congress 2013	en_US
dc.relation.ispartof	CIB World Building Congress	en_US
dc.title	The Challenge: Teaching Accounting Concepts to Students of the Built Environment	en_US
dc.type	Conference Proceeding
utslib.location	Brisbane	en_US
utslib.location.activity	Brisbane	en_US
utslib.for	1299 Other Built Environment and Design	en_US
dc.location.activity	Brisbane	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2013-05-09	en_US
pubs.place-of-publication	Brisbane	en_US
pubs.start-date	2013-05-05	en_US

Abstract:

Accounting Concepts are considered crucial for the successful operation of any business or profession. Therefore, many undergraduate degrees include an individual subject for accounting. Consequently, lecturers are faced with the daunting task to teach accounting to non-accounting students, usually within a short space of time, and yet with the expectation that the students will immediately grasp all the key concepts and adequately maintain books and records to comply with relevant Accounting Standards. The purpose of the research paper is to ascertain the effectiveness of different teaching styles for students in the built environment. The research methodology in this paper analyses results from four groups of students, over two years, who were enrolled in property and or construction undergraduate degrees. The undergraduate degrees comprised of one shared accounting subject which was taught over one semester. Two groups of students (Groups A and D) were taught with a modified approach towards accounting language, with integrated examples relating purely to the built environment, and the other two groups (Groups B and C) were taught with the traditional accounting language found in an accounting degree and with the use of examples relating to a variety of industries, but not including the built environment. The results indicate a superior learning outcome, outstanding results, and a higher pass rate for groups A and D.

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http://hdl.handle.net/10453/26890