Relevant bibliographies by topics / Undergraduate accounting study

Academic literature on the topic 'Undergraduate accounting study'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Undergraduate accounting study"

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Williams, Satina V., and Bill N. Schwartz. "Accounting History in Undergraduate Introductory Financial Accounting Courses: An Exploratory Study." Journal of Education for Business 77, no. 4 (March 2002): 198–202. http://dx.doi.org/10.1080/08832320209599071.

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Kapoor, M. Rai, and K. Hung Chan. "Education of the Professional Accountant: An Empirical Study." Canadian Journal of Higher Education 15, no. 2 (August 31, 1985): 53–73. http://dx.doi.org/10.47678/cjhe.v15i2.182964.

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This paper (1) reviews the literature related to the educational needs of the professional accountant, including several major studies done in the United States, and the accreditation standards of the American Assembly of Collegiate Schools of Business (A.A.C.S.B.) and (2) investigates empirically the perceptions of Canadian accounting educators and practitioners of the educational needs of professional accountants to determine the extent to which these needs are being fulfilled by the current university undergraduate programs in Canada. The literature review confirms the theme that accountants should be broadly educated as well as being technically competent. A calendar review of eleven major Canadian universities provides an indication of the current structure of undergraduate accounting programs in Canada. An opinion survey of educators and practitioners suggests a rather different structure. Among other results, respondents of the survey suggested a higher percentage of general education be included in undergraduate accounting programs especially for certain Ontario and Quebec universities. A greater emphasis should be placed on English language and composition than currently prevails in many major universities. It is hoped that the analysis will prove useful to those involved in curriculum design at the baccalaureate level.
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Handoyo, Sofik. "Study Motivation, Academic Performance and Career Commitment in Accounting Profession." Dinamika Pendidikan 13, no. 1 (June 30, 2018): 106–18. http://dx.doi.org/10.15294/dp.v13i1.13816.

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The aim of the research is to examine the relationship between students' motivation, academic performance and career commitment to accounting profession among undergraduate accounting students. The sample of the study involved 101 undergraduate accounting students of Universitas Padjadjaran. Purposive sampling technique was used in this study. There are three independent variables investigated in this study, namely study motivation, academic performance and commitment carrier in the accounting profession. Intrinsic interest, extrinsic interest, normative belief and conflict anticipation was treated as sub-variable of the study motivation. Descriptive analysis along with bivariate correlation analysis was applied in this study. The results indicated that majority of accounting undergraduate student choosing accounting study program due to intrinsic interest motivation and extrinsic interest motivation and there is no indication motivation influenced by normative believe motivation and conflict anticipation motivation. Intrinsic interest has a positive and significant correlation with academic performance (r=2.17, p<0.01) and academic performance has a positive correlation (r = 0.124) with commitment carrier in the accounting profession.
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Clikeman, Paul M., and Steven L. Henning. "The Socialization of Undergraduate Accounting Students." Issues in Accounting Education 15, no. 1 (February 1, 2000): 1–17. http://dx.doi.org/10.2308/iace.2000.15.1.1.

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One purpose of accounting education is to introduce students to the values and ethical standards of the accounting profession (AAA Bedford Committee Report 1986). This study investigates whether undergraduate accounting education is successful at instilling in accounting students a sense of responsibility to financial statement users. In a longitudinal study of accounting and other business students, we find that accounting students oppose earnings management more strongly during their senior year than they did during their sophomore year. We also find that senior accounting students oppose earnings management more strongly than do senior students in other business disciplines. These results are consistent with a socialization process taking place wherein accounting students learn to give priority to financial statement users' needs, while students majoring in other business disciplines come to identify more closely with the goals of corporate managers.
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Baker, Ron, and Sara Wick. "Undergraduate accounting students’ perception of a course in accounting research and theory." Accounting Research Journal 33, no. 1 (January 2, 2020): 217–33. http://dx.doi.org/10.1108/arj-07-2018-0122.

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Purpose This study aims to measure the response of undergraduate accounting students to a stand-alone course in accounting theory and research. The aim of the study was to gauge students’ perceptions of the usefulness of this course and to determine if exposure to this material would increase student interest in accounting research and in pursuing a career in academia. Design/methodology/approach Three cohorts of students enrolled in the course completed an in-class survey. The study was conducted from 2015 to 2017. Findings The results of the survey show that student interest in accounting research and theory increased substantially as a result of the course. Students felt that learning about accounting research and the theories used in accounting research enhanced their overall understanding of accounting and would be useful to them as accounting practitioners. This study also reports that students interested in pursuing a PhD and/or an academic career also increased. Research limitations/implications Data were only collected at a single university and represent student perceptions only. Practical implications The results of this study and the description of the course design will inform academics seeking to answer the American Accounting Association Pathways Commission’s call to integrate accounting research and education. This study also suggests a pathway towards addressing the chronic academic accounting faculty shortage. Finally, the results will be of interest to those designing undergraduate accounting curriculum. Originality/value This study contributes to the literature on the “teaching-research nexus” in accounting by providing evidence, from the perspective of undergraduate accounting students, of the usefulness of integrating research into undergraduate accounting education. While many accounting researchers view accounting research and teaching accounting as separate activities, the response from students suggests that there is value in fostering a more complementary relationship between these two activities.
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Towers-Clark, Jane. "Undergraduate accounting students: prepared for the workplace?" Journal of International Education in Business 8, no. 1 (May 5, 2015): 37–48. http://dx.doi.org/10.1108/jieb-11-2013-0043.

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Purpose – This paper aims to explore and investigate student perceptions as to what generic skills they considered were important for accountants and to what extent these skills were developed by their programme of study. Design/methodology/approach – Data gathered from 357 UK undergraduate accounting degree graduates were used to develop insights into perceived relevance of current skills development and provided a basis for developments of the programme to better meet student skills development in preparation for them being accountants. Findings – Areas determined as requiring further development within the programme to better meet perceived required skills of accountants are those of team working, oral communication, interpersonal and career planning and interviewing skills. Research limitations/implications – Conclusions drawn are only from a student perspective and do not reflect wider stakeholder perspective. Practical implications – This study sought to understand what skills students perceive could benefit from development within the programme. Social implications – The motivation for this study was to respond to criticism that students on graduation were not achieving desired level of skills that would be important to their chosen field. Originality/value – Further skills including leadership, entrepreneurship and conflict management were skills perceived by students as important for their current employment.
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Kusumaningsih, Ambar. "Factors Affecting Whistleblowing Intention : A Study of Accounting Undergraduate Students." AKRUAL: Jurnal Akuntansi 13, no. 1 (October 7, 2021): 109–18. http://dx.doi.org/10.26740/jaj.v13n1.p109-118.

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Whistleblowing has gained more attention worldwide. As many as 43% of fraudulent acts can be detected thanks to tips or whistleblowing. Graduates from the Accounting major are future auditors and accountants who are most likely to face illegal actions in their careers. This study aims to understand the factors that motivate undergraduate accounting students’ whistleblowing intention. This study explores how the factors of Consequence’s Magnitude (CM), Social Agreement (SA), Proximity (PX) and Fear of Retaliation (FR) can affect Whistleblowing Intention (WI). The results of this study indicate that the CM, SA, and PX factors have no significant effect on WI, while the FR factor has a significant effect on WI. This research is expected to positively contribute to assisting Lecturers of the Accounting Department in designing a curriculum to encourage undergraduate Accounting students to have stronger WI and be ready to be practised in the actual working environment. This research is also useful for future researcher who would like to explore the topic of whistleblowing intention.
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., Rochmawati, S. Rohayati, A. Listiadi, and I. Widayati. "Development of Module MYOB Accounting Undergraduate Study Program for the Students of Accounting Education." KnE Social Sciences 3, no. 11 (March 24, 2019): 208. http://dx.doi.org/10.18502/kss.v3i11.4008.

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Ajayi, Tijani Ahmed, Obioma Vivian Ugwoke, Edith Ogomegbunam Onyeanu, Robinson Onuora Ugwoke, and Adaorah R. Onuorah. "Investigation of Financial Literacy and Money Attitudes Among First-Year Undergraduate Accounting Students: A Rational Emotive Behavior Therapy-Based Coaching Intervention." SAGE Open 12, no. 3 (July 2022): 215824402211177. http://dx.doi.org/10.1177/21582440221117795.

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As soon as they are admitted to a university, most students become responsible for their own finances, but because of a lack of parental supervision, they are more inclined to spend than to manage their money. A study of first-year undergraduate accounting students was conducted to examine the effects of rational emotive behavior therapy-based coaching (REBT-based coaching) intervention on their financial literacy and money attitudes. Thirty first-year undergraduates studying accounting at Nigerian public universities participated in this two-group randomized trial. About 15 first-year undergraduate accounting students participated in the online REBT-based coaching group, while 15 first-year undergraduate accounting students participated in the face-to-face control group. A repeated measures analysis of variance was performed on the study data at .05 probability level. The study found that the online REBT-based coaching intervention significantly improved the financial literacy and money attitudes of first-year undergraduate accounting students in a similar way to face-to-face REBT-based coaching intervention. The follow-up results for the online REBT-based coaching intervention 1 month later showed a similar trend of increasing students’ financial literacy and money attitude scores similar to what was observed in the face-to-face coaching group. There was no significant difference between students in the online and face-to-face modes regarding satisfaction with REBT-based coaching interventions they received. As a result of the findings, the researchers propose developing coaching approaches that can help students gain insight into their financial actions and knowledge, which will likely improve financial literacy and money attitudes in the future.
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Hermanson, Dana R., Mary Callahan Hill, and Daniel M. Ivancevich. "Information Technology In The Undergraduate Accounting Curriculum." Review of Business Information Systems (RBIS) 3, no. 4 (October 1, 1999): 1–10. http://dx.doi.org/10.19030/rbis.v3i4.5439.

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This study examines the extent to which undergraduate accounting programs are integrating information technology (IT) across the curriculum. Based on responses from nearly 70 accounting programs, respondents believe that integrating IT into the curriculum is important, but (1) few departments have an IT policy, (2) coverage of general IT topics is minor to moderate, and (3) student usage of computer applications is fairly low. The main technical barriers to IT integration are inadequate lab personnel and continual changes in technology.
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Dissertations / Theses on the topic "Undergraduate accounting study"

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Dingus, Alyssa. "Technology in Accounting: A qualitative study of undergraduate preparedness." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/634.

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Throughout history, technology has had a major impact on every profession and how certain tasks are performed. In recent years, technology has accelerated at an astonishing rate causing a total shift in the valuable skillsets of young professionals. Accounting is no exception to this shift and, as technology continues to advance, emerging accounting professionals will no longer be expected to enter the workforce only with basic pen-and-paper accounting knowledge. Instead, they will also be expected to possess analytical skills and be prepared to apply and learn the newest technology on the market. However, the traditional accounting curriculum does not focus on technological skills. Rather, it focuses on the basics of accounting, theory, and manual journal entries. Although these basics are certainly fundamental to accounting knowledge they are no longer the most important skills in an accountants repertoire. This raises the following question: are accounting programs adequately preparing graduates to use technological skill in the workplace once they graduate? This research paper seeks to answer that question through a qualitative study of recent Tennessee accounting undergraduates.
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Warhurst, Jordan. "A Study of Ethics for Accounting Students at East Tennessee State University." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/honors/305.

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What is being done to stop the increase of accounting scandals and frauds? This study focuses on ethics teaching for accounting students at the undergraduate level. This study asks the question, "have students increased in their use of professional judgement as defined by the AICPA code of Professional Conduct?"
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Senik, Rosmila. "Understanding information technology skills development in undergraduate accounting programme : a grounded theory study." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444951.

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Appiah-Sokye, George. "Exploratory Multiple-Case Study of Illinois External Auditors' Perceptions of Fraud Education in Undergraduate Accounting Programs." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181182.

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External auditors do not have the capacity to detect corporate fraud, even though accounting scholars have agreed on the perceived importance of fraud detection. There is a need to integrate fraud detection courses and forensic accounting topics into undergraduate training. This study addressed the problem of external auditors’ detection of less than 5% of fraud cases resulting from their lack of fraud detection topics and courses from their undergraduate studies. The purpose of this qualitative exploratory multiple-case study was to explore external auditors’ perspectives on expected competencies and fraud detection topics and courses from their undergraduate accounting programs and whether this education prepared them to detect corporate fraud. An exploratory, holistic, multiple-case study research methodology was utilized for the study. A purposive snowball criterion sampling was used to recruit 12 participants with bachelor’s degree and at least 1 year of experience in the auditing field in Northern Illinois. The list of membership provided by professional accounting bodies was used to recruit the participants. The external auditors’ perspectives were captured as data using open-ended questions in a semi-structured face-to-face interview format. A five-phased research analysis was applied for qualitative data analysis with the help of NVivo 11 software to identify themes associated with the research questions. A total of sixteen themes, made of nine major themes and seven minor themes, emerged from the study and formed the basis of the findings. The results of the study indicated that external auditors have not detected corporate fraud in practice. Furthermore, fraud education received in the undergraduate accounting programs was not sufficient for corporate fraud detection. Competencies for corporate fraud detection in auditing practice were found to be low among external auditors and four strategies were suggested for integrating fraud education into college accounting programs. The outcome of this study supported recommendations for practical accounting application and future research was recommended for replication of study in other geographic locations to compare the perspectives of educators, management, and internal auditors with a focus on other frauds involving credit cards, payroll, fraudulent billing, inventory, and theft or stealing to build on, extend, confirm, or disconfirm them.

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Freitas, Sheizi Calheira de. "An Exploratory Study on ENADE Evaluation Report Utilization and its Impact on Undergraduate Accounting Program Performance in Brazil." Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo, 2012. http://repositorio.ufba.br/ri/handle/ri/19584.

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FAPESB, CAPES, FULBRIGHT
O programa Brasileiro de avaliação da educação superior, largamente conhecido pelo Exame Nacional de Desempenho de Estudantes (ENADE), representa um esforço governamental para reunir informações sobre a qualidade dos cursos de graduação. Como um produto da avaliação, um relatório é disponibilizado para cada curso avaliado; e saber em que extensão esses relatórios são utilizados pelos coordenadores de cursos de graduação em ciências contábeis, assim como qual é o impacto do uso desse relatório sobre a performance dos cursos, foram os principais objetivos desse estudo. Fundamentado teoricamente na literatura sobre uso de avaliação, um questionário, que inclui uma escala para mensurar tipos de utilização, foi desenvolvido e aplicado. Com base em uma taxa de resposta de 62% (322 questionários completos), quatro diferentes aspectos foram analisados: (1) estudo dos fatores associados ao uso do relatório de avaliação do ENADE, através de regressão logística; (2) análise descritiva acerca da incidência de uso dos relatórios de avaliação, e acerca dos tipos de uso mais frequentes entre os coordenadores de cursos de ciências contábeis; (3) estudo do impacto da utilização, bem como do uso inadequado dos relatórios de avaliação, sobre o desempenho dos cursos de graduação em ciências contábeis na avaliação subsequente, por meio de regressão múltipla; e (4) análise descritiva das razões apontadas pelos coordenadores para o não uso dos relatórios de avaliação. Os principais resultados, a partir das evidências reunidas pelo presente estudo, foram: quanto maior o número de anos do coordenador no cargo, a sua titulação, o seu envolvimento no processo de avaliação e quanto mais positiva a sua percepção sobre a efetividade da comunicação entre o INEP e os cursos, maior a probabilidade de uso do relatório do ENADE; o uso conceitual foi o mais frequente entre os coordenadores pesquisados; a falta de conhecimento sobre a disponibilidade online dos relatórios de avaliação foi a principal causa de não uso verificada entre os pesquisados; e por fim, foi identificada uma correlação positiva entre o uso do relatório do ENADE e o desempenho dos cursos de graduação em ciências contábeis na avaliação subsequente.
The Brazilian program of higher education evaluation, broadly known by the National Exam of Students’ Performance (ENADE), represents a governmental effort to gather information on undergraduate educational quality. As a product of that evaluation, reports are made available to each program evaluated; the main intent of the present research is to discover the extent to which these reports are used by undergraduate accounting program administrators and the impact of evaluation utilization on the programs’ performance. Based on the theoretical support of the literature on evaluation utilization, a web-based survey was developed and applied to collect the data. With a response rate of 62% (322 completed surveys), analyses were conducted through four steps: (1) a logistic regression to verify which factors were associated with the use of the ENADE evaluation report, (2) a descriptive verification of the incidence of use of the evaluation report among the undergraduate accounting program administrators and the most frequent types of use that they report, (3) multiple regressions to analyze the impact of the evaluation report’s use or misuse on the programs’ performance in the subsequent evaluation, and (4) a descriptive analysis of the reasons for the nonuse of the evaluation report. The key findings of this research were as follows: the longer the program administrator’s tenure, the higher his or her academic degree, the greater his or her involvement in the evaluation process, and the more positive his or her perception of the effectiveness of the communication between the evaluator and the programs, the greater the likelihood that the ENADE evaluation report would be used; the most frequent type of use among the administrators studied was conceptual; the main reason for nonuse was a lack of information about the online availability of the evaluation report; and finally, there was a positive correlation between the use of the ENADE evaluation report and the performance of undergraduate accounting programs in the subsequent evaluation.
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Huffman, William E. (William Eugene). "Fluency Training as a Pedagogical Tool to Improve Performance of Undergraduate Students Enrolled in the First Financial Accounting Course at a Regional Oklahoma University." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278248/.

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This study contributes to the debate on accounting pedagogy in the basic financial accounting course by examining the pedagogical tool of fluency training as a way to improve student performance. Fluency training has been shown to improve performance of students in other academic disciplines.
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Miranda, Gilberto José. "Relações entre as qualificações do professor e o desempenho discente nos cursos de graduação em contabilidade no Brasil." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-16032012-190355/.

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Os estudiosos da área contábil, que discutem o ensino da Contabilidade, apontam dois tipos de qualificações essenciais ao quadro docente de um curso de Ciências Contábeis: a qualificação acadêmica (Qac), que se refere à preparação do docente para a pesquisa, e a qualificação profissional (Qpr), que se caracteriza pela ligação que o docente mantém com as práticas profissionais vigentes no mercado de trabalho. A literatura da área Educacional, que discute o ensino na universidade, por sua vez, aponta uma terceira qualificação: a qualificação pedagógica (Qpe), ou seja, a preparação sistematizada para o exercício da docência no ambiente universitário. Tendo por base esse arcabouço teórico e os baixos desempenhos dos discentes dos cursos de graduação em Ciências Contábeis, obtidos no exame de Suficiência promovido pelo Conselho Federal de Contabilidade (CFC) e no Exame Nacional de Desempenho de Estudantes (ENADE), o propósito geral desta pesquisa foi investigar qual a relação entre desempenho discente e qualificação docente nos cursos de graduação em Ciências Contábeis brasileiros. A partir da literatura revisada, foram levantados os fatores que caracterizavam as qualificações docentes (Qac, Qpr e Qpe) que, posteriormente, foram submetidos à apreciação de uma comissão de especialistas por meio da técnica Delphi. O questionário construído com base nesses fatores foi aplicado aos gestores (coordenadores, chefes de departamentos e diretores) de 218 instituições de ensino superior (IES) com cursos de Ciências Contábeis brasileiros. O desempenho discente foi medido com base no resultado do ENADE (2009) de alunos concluintes. Foi verificado que apenas 7% do quadro docente das IES investigadas possuem título de doutor, somente 14% possui publicações com os conceitos Qualis/CAPES A1, A2, B1 ou B2, apenas 1% dos docentes atuantes nas IES investigadas possuem credenciais internacionais e somente 5% possuem a credencial de auditor junto à Comissão de Valores Mobiliários (CVM). A região Sul é a que apresenta as maiores médias de resultados ENADE e também as maiores médias das qualificações acadêmica, profissional e pedagógica. Em seguida, vem a região sudeste, que apresenta a segunda maior média ENADE, e as segundas maiores médias das qualificações acadêmica e profissional. As menores médias da avaliação ENADE e qualificação acadêmica ocorreram na Região Norte. Os resultados apurados confirmam parcialmente as hipóteses estabelecidas, pois apenas a qualificação acadêmica apresentou coeficiente de regressão significativo ao nível de 5% (p-valor = 0,000) e correlação positiva significativa ao nível de 1% com os resultados ENADE. As qualificações profissionais e pedagógica não apresentaram correlações significativas com o resultado ENADE de alunos concluintes. Também foi verificado que a Qpe e a Qac estão significativamente correlacionadas. Além disso, o índice de Qac nas instituições públicas é significativamente maior que nas instituições privadas, sendo a maior parte das instituições públicas investigadas constituídas sob a forma de universidades, portando com maiores possibilidades de conter entre seus docentes professores titulados em programas de pós-graduação stricto sensu e com maiores quantidades de publicações relevantes. Esses resultados e os depoimentos dos respondentes apontam a necessidade de ampliação da quantidade de programas stricto sensu em Ciências Contábeis no Brasil, notadamente, em locais mais distantes das regiões Sul e Sudeste. Para tanto, é necessário que a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) fortaleça as políticas de apoio à expansão da pós-graduação stricto sensu em Ciências Contábeis, e que o Ministério da Educação também estabeleça políticas no sentido de qualificar os quadros docentes das IES que ofertam cursos de Ciências Contábeis, principalmente, das IES privadas, que, qualificando seus professores academicamente, teriam maiores possibilidades de elevarem os níveis de desempenho discente. Finalmente, a exemplo do que ocorre fora do vii Brasil, é importante que os mecanismos de avaliação contemplem especificidades da profissão contábil e valorizem a qualificação profissional do contador
Researchers from the Accounting area who discuss teaching methods point out two essential qualifications for an Accounting Course faculty: academic qualification (Qac), which refers to the teacher\'s preparation to conduct research; and professional qualification (Qpr), which is characterized by the link that the teacher maintains with current professional practices in the labour market. Literature in the Educational area which discusses teaching at university reveals a third qualification: pedagogical qualification (Qpe), i.e., the systematized preparation for teaching at university. Based not only on the theoretical framework, but also on the low performance of Accountancy students in Sufficiency Exams such as the one promoted by the Federal Accounting Council (CFC) and the National Student Performance Exam (ENADE), the general aim of this research is to investigate the relation between students and teachers\' qualification in Brazilian Accountancy graduation courses. According to the revised literature, the factors that characterized the teachers\' qualifications were collected and later on evaluated by a commission of experts by means of the Delphi technique. A questionnaire was constructed based on these factors, and it was administered to managers (coordinators, chiefs of department and deans) from 218 educational institutions (IES) in Brazilian Accountancy courses. The teachers\' performance was measured considering the results of the ENADE (2009) of students who are about to graduate. It was verified that only 7% of the faculty in the institutions investigated have a doctorate degree; and only 14% have publications with the Qualis/CAPES standards A1, A2, B1, B2; just 1% of current teachers in the IES studied have international credentials; and only 5% have the Exchange Commission (CVM) auditor credentials. The South of Brazil encloses the highest averages in the ENADE results as well as the highest averages related to academic, professional and pedagogical qualification. Next is the South-East, which has the second highest average at ENADE, along with the second highest averages concerning academic and professional qualifications. The lowest averages at the ENADE evaluation and academic qualification were found in the North. The results partially confirm the established hypothesis because only the academic qualification presented a significant regression coefficient - to the 5% level (p-value=0,000) -, and significant positive correlation - to the 1% level - with the ENADE results. The professional and pedagogical qualifications did not present significant correlations with the ENADE results of students who are graduating. It was also verified that the Qpe and Qac are significantly correlated. In addition, the Qac index is significantly higher in public institutions than in private ones. Most public institutions investigated were universities, which usually have more teachers with post-graduate stricto sensu degrees and more relevant publications. These results and the testimonies of those who answered the questionnaire point to the need of expanding the number of stricto sensu programmes in Accounting courses in Brazil, especially in more distant places in the South and South-East. To this end, it is necessary that Coordinating Body for the Improvement of Postgraduate Studies in Higher Education (CAPES) strengthens policies that support the expansion of Accounting stricto sensu post-graduation programmes. Furthermore, the Ministry of Education should establish policies to qualify teachers of IES which offer Accountancy courses, especially in private institutions, which would have stronger possibilities of increasing the level of students\' performance if they qualified their teachers academically. Finally, similarly to what happens abroad, it is important that the evaluation mechanisms include specificities of the accounting profession and value the professional qualification of accountants.
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Santos, Nalbia de Araujo. "Determinantes do desempenho acadêmico dos alunos dos cursos de ciências contábeis." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-11062012-164530/.

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O primeiro teste padronizado de larga escala que compôs o sistema de avaliação da educação superior implantado pelo governo brasileiro, pela Lei 9.131, 1995, foi o Exame Nacional de Cursos (ENC) - Provão, com período de aplicação entre 1996 a 2003. Em 2004, o ENC foi substituído pelo Exame Nacional de Desempenho de Estudantes (Enade), pela Lei 10.861, instituindo o Sistema Nacional de Avaliação da Educação Superior (SINAES), para auferir conhecimentos, habilidades acadêmicas e competências profissionais, definidas previamente por diretrizes educacionais e desenvolvidas pelos seus estudantes durante a graduação. Os estudantes da graduação em Ciências Contábeis participaram do Provão, em 2002 e 2003, e Enade, em 2006 e 2009. Entretanto, o histórico do desempenho geral desses estudantes, que estavam no final do último ano, conforme o Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), de 0 a 100, registrou média geral de 32,0 no Provão de 2002 e 2003, respectivamente, e no Enade de 2006, 33,9. Assim, este estudo objetivou a analisar o efeito de características individuais e institucionais sobre o desempenho acadêmico dos estudantes dos cursos de Ciências Contábeis, via resultados obtidos no ENC-Provão de 2002 e 2003 e Enade de 2006. Os fundamentos teóricos da função de produção educacional nortearam este trabalho. A série de microdados do Provão, 1997 a 2003, Enade 2006 e dos Censos da Educação Superior (CES), de 1995 a 2009, disponibilizados no site do INEP, foram as principais fontes para esta pesquisa. Foi utilizada a técnica de grupo focal para coletar evidências e auxiliar na validação do conteúdo das duas edições do Provão e Enade e para desenvolver análise crítica sobre esses instrumentos. Segundo a interpretação dos relatos dos participantes, foi observado que os conteúdos avaliados nos Provões 2002/2003 e Enade/2006 podem ser uma aproximação do conhecimento, especialmente técnico, da área Ciências Contábeis. Os participantes do grupo focal sugeriram que é preciso reavaliar se as questões dos instrumentos estão avaliando as habilidades estabelecidas. Foi empregado o modelo hierárquico linear, com método de máxima verossimilhança, para desenvolver as estimativas de 2002, 2003 e 2006. Os principais resultados sugerem associação significativa entre o desempenho acadêmico dos estudantes concluintes de Ciências Contábeis de 2002, 2003 e 2006 com determinadas características próprias e da família, como gênero, horas de dedicação aos estudos, faixa de renda familiar, ter estudado o ensino médio em escolas públicas e certos insumos das IES, como ter tido professores com domínio de conteúdo e que utilizaram como prática de ensino predominante à aula expositiva. Na categoria efeitos dos pares, foi encontrada, em todos os anos observados, relação negativa e significativa do desempenho acadêmico do estudante por ser solteiro. Ademais, os achados indicam que o efeito no desempenho dos estudantes tendeu a ser positivo nas instituições com professores com titulação de mestrado ou doutorado e jornada integral, de 40 horas, ou dedicação exclusiva ao ensino, que utilizaram, com maior frequência, como estratégia de ensino, pesquisas em 2003 e 2006. Este trabalho contribuiu para uma análise dos efeitos dos insumos institucionais sobre o desempenho acadêmico da área e para indicar possíveis implicações de políticas adotadas pelas instituições, como a decisão de contratar ou treinar professores com titulação de mestrado ou doutorado.
The first large-scale standardized test that composed the evaluation system of higher education implemented by the Brazilian government, by Law 9131, 1995, the National Examination of Courses (ENC) - General Test, with application period from 1996 to 2003. In 2004, the forward was replaced by the National Survey of Students\' Performance (Enade), by Law 10,861, establishing the National System of Higher Education Evaluation (SINAES), to obtain knowledge, skills and academic skills, previously defined by educational guidelines and developed by his students during graduation courses. Graduation students from Accountancy Courses participated in \"Provão\" in 2002/2003 and in Enade/2006/2009. However, the historical general knowledge of those students, who were taking their last year, according to National Institute of Educational Studies AnísioTeixeira (INEP), in a scale from 0 to 100, was an average of 32.0 in \"Provão\"/2002/2003 and 33.9 in Enade/2006. In this sense, the aim of this study was to analyze the effect of individual and institutional features concerning the academic achievement of such students, by means of the results in Provão\"/2002/2003 and in Enade/2006. The theoretical foundations of educational production function guided this study. The series of micro data from \"Provão\" 1997 to 2003, Enade/2006 and Census of Higher Education (CES) 1995 to 2009, shown in INEP homepage, were the main resources for this research. It was used the focus group technique to collect evidence and help to validate the content of the two \"Provão\" and Enade editions, as well as to develop a critical analysis about such instruments. According to the interpretation of the accounts of the participants, it was observed that the contents assessed in \"Provão\" 2002/2003 and in Enade/2006 could be an approximation of knowledge, especially technical in the Accountancy area. The focus group participants suggested that that it is necessary to reassess whether the issues of the instruments are evaluating the skills set. It was used hierarchical linear model, with maximum likelihood method to develop estimates for 2002, 2003 and 2006. The main findings suggest a significant association between the academic achievement of the Accountancy last year students of 2002, 2003 and 2006 and their own features, as well as their families´. For example, genre, time dedicated to study, family wage, having taken high school in public schools and some IES features, as having had professors with content domain and who used mainly expositive classes. In the category pair effect, it was found in the years studied a negative and significant relationship of the academic achievement if the student was single. Moreover, the findings showed that the effect in students´ performance tended to be positive in institutions where professors had a master or a doctor degree, a full time job - 40 hours a week, or exclusive dedication to teaching and used mainly researches as educational technique in 2003 and 2006. To sum up, this work contributed to analyze the effect of institutional features upon the academic achievement of the area, and to indicate possible implications of politics adopted by the institutions. For example, the decision to hire or train professors who have got master and doctor degrees.
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Marriott, Pru. "A study of the factors that affect the learning experiences of accounting undergraduates in higher education." Thesis, University of South Wales, 2007. https://pure.southwales.ac.uk/en/studentthesis/a-study-of-the-factors-that-affect-the-learning-experiences-of-accounting-undergraduates-in-higher-education(a2d3ecea-ac92-4eac-8406-3538b179180d).html.

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This overview provides a summary of research that explores the factors that affect the learning experiences of accounting undergraduates in Higher Education. The submission is based on 13 outputs during the period 1999-2007 which relate to the themes of students' use of, and attitude towards, information and communication technology, students' learning style preferences and attitude towards the accounting profession and students' personal financial awareness, attitude to debt and budgeting capabilities. A discussion of each theme is provided which outlines the background to the research, the method adopted and the contribution to knowledge. The overall contribution to knowledge of the complete body of work is discussed and a list of citations is provided. The overview concludes with the papers that are being submitted for consideration.
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Swart, Odette. "Developing an alternative assessment framework for undergraduate accountancy modules in Open Distance Learning (ODL)." Thesis, 2019. http://hdl.handle.net/10500/26316.

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Abstracts in English, Afrikaans and Zulu
Worldwide, students compete for a limited number of places at universities. By increasing the use of distance education, more students could have access to tertiary education. The problem addressed in this study related to the challenges faced by an ODL university to assess undergraduate modules in accounting sciences by way of technology-enhanced, non-venue-based alternative assessments, instead of the traditional venue-based examinations. The purpose of the current study was to develop an alternative assessment framework for ODL undergraduate accounting sciences modules as a possible solution to the assessment challenges faced by accounting graduates and universities in an ODL environment. The legitimacy of qualifications was considered by reviewing the identity verification of students and other ethical issues, as well as the influence on the accreditation by professional and other regulatory and governing bodies. Institutional and neo-institutional theories were used within the ODL context as foundational principles. Design-based research was used to develop two conceptual frameworks – one based on the theoretical elements and the other on non-venue-based alternative assessments in the ODL context. The two conceptual frameworks were evaluated using interviews conducted with ODL lecturers and members of professional accounting bodies. Thereafter, the data were analysed using thematic analysis. Triangulation was used as a final evaluation of the conceptual frameworks by analysing comments from students included in reports from an alternative assessment pilot study. The two conceptual frameworks were combined in one final framework. This final framework demonstrates how the institutional theory affects the institution and, specifically, internal issues. Due to the complexity of the ODL institution, external influences (such as technology) result in aspects of the neo-institutional theory becoming even more relevant to the current study. This complexity, together with the mimetic forces of technology and innovation, creates uncertainty. However, it became clear from the data analysis that coercive and normative forces result in ‘more certainty’. The alignment of these isomorphic forces resulted in legitimacy. Due to the importance of technology in the ODL environment, it became clear that technology should be anthropomorphically considered a stakeholder in the ODL institution. The inclusion of stakeholder theory created improved performance and the potential for innovation in order to ensure the legitimacy of qualifications.
Studente ding wêreldwyd mee vir 'n beperkte aantal plekke in universiteite. Indien die gebruik van afstandsonderrig uitgebrei word, kan meer studente toegang tot tersiêre onderwys kry. Die probleem waarop hierdie studie fokus is die uitdagings van 'n OAO-universiteit om voorgraadse modules in rekeningkundige wetenskappe te assesseer deur middel van tegnologies verbeterde, nie-lokaalgebaseerde alternatiewe assesserings in plaas van die tradisionele, lokaalgebaseerde eksamens. Die doel van die huidige studie was om 'n alternatiewe assesseringsraamwerk vir voorgraadse rekeningkundige wetenskapmodules in OAO te ontwikkel as 'n moontlike oplossing vir die assesseringsuitdagings van rekeningkundige gegradueerdes en universiteite in ’n OAO-omgewing. Die geldigheid van kwalifikasies is oorweeg deur 'n oorsig te doen oor die identiteitsverifiëring van studente en ander etiese aangeleenthede, asook die invloed op die akkreditasie deur professionele en ander regulatiewe beheerliggame. Institusionele en neo-institusionele teorieë is in die OAO-konteks as grondbeginsels gebruik. Ontwerpgebaseerde navorsing is gebruik om twee konseptuele raamwerke te ontwikkel – een gebaseer op die teoretiese elemente en die ander op nie-lokaalgebaseerde alternatiewe assesserings in die OAO-konteks. Die twee konseptuele raamwerke is geëvalueer aan die hand van onderhoude met OAO-dosente en lede van professionele rekeningkundige liggame. Hierna is die data deur middel van tematiese analise ontleed. Triangulasie is gebruik as 'n finale evaluering van die konseptuele raamwerke deur die kommentaar van studente wat in verslae van 'n alternatiewe assesseringsvoorstudie ingesluit is, te evalueer. Die twee konseptuele raamwerke is in een finale raamwerk gekombineer. Hierdie finale raamwerk demonstreer hoe die institusionele teorie die instelling en, spesifiek, interne aangeleenthede beïnvloed. As gevolg van die kompleksiteit van die OAO-instelling, veroorsaak eksterne invloede (soos tegnologie) dat die neo-institusionele teorie selfs meer relevant vir die huidige studie word. Hierdie kompleksiteit, tesame met die mimetiese magte van tegnologie en innovasie, skep onsekerheid. Dit is egter duidelik uit die data-analise dat dwang- en normatiewe magte ‘meer sekerheid’ veroorsaak. Die belyning van hierdie isomorfiese magte veroorsaak geldigheid. As gevolg van die belangrikheid van tegnologie in die OAO-omgewing, is dit duidelik dat tegnologie antropomorfies beskou moet word as 'n belanghebber in die OAO-instelling. Die insluiting van die belanghebbende teorie het verbeterde prestasie en die potensiaal vir innovasie tot gevolg gehad, om sodoende die geldigheid van kwalifikasies te verseker.
Emhlabeni wonke, abafundi bazabalazela ukuthola ithuba lokungena kwizindawo ezingamanyuvesi amancane ngenani. Ngokukhulisa izinga lokusetshenziswa kohlelo lokufunda ukude, abafundi abaningi bebangakwazi ukungena emazikweni ezemfundo aphakemeyo. Inkinga exazululwa kulolu cwaningo imayelana nezinselelo ezibhekene nenyuvesi yohlelo lwe-ODL ukuhlola amamojuli asesigabeni seziqu zokuqala kwisayensi ye-accounting ngendlela yoncedo lobuchwepheshe, ngezinye izinhlelo zokuhlola ezingenziwa endaweni eyodwa, kunokusebenzisa uhlelo olwejwayelekile lokuhlolwa okwenziwa endaweni eyodwaethize. Inhloso yocwaningo lwamanje kwaye kungukwakha esinye isakhiwo sokuhlola samamojuli esayensi ye-accounting yeziqu zokuqala, lokhu kwenziwa njengekhambi elingaxazulula izinselelo zokuhlola ezibhekene nabafundi besifundo se-accounting kanye namanyuvesi akusizinda sohlelo lwe-ODL. Udaba lokuba semthethweni kweziqu luye lwabhekwa ngokubuyekeza ukuqinisekiswa kwamagama abafundi kanye nezinye izindaba ezimayelana nemigomo yokuziphatha, kanye nomthelela phezu kokwamukelwa kwamaprofeshinali kanye nezinye izinhlaka eziqinisa umthetho kanye nezinye izinhlaka eziphetheyo. Amathiyori eziko kanye nalawo ohlelo olusha lwamaziko asetshenziswe ngaphakathi kwesizinda se-ODL njengemigomo eyisisekelo. Ucwaningo olususelwa kwidizayini lusetshenziswe ukwakha izinhlaka ezimbili zegama – olunye uhlaka lususelwe kwizinto zethiyori kanye nakwezinye izinhlelo zokuhlola ezingasuselwa ezindaweni ezimile ngaphakathi kwesizinda se-ODL. Izinhlaka ezimbili zezakhiwo ziye zahlolwa ngokusebenzisa izinhlolovo ezenziwa abafundisi be-ODL kanye namalungu wezinhlangano eziprofeshinali zesifundo se-accounting. Ngemuva kwalokho, idatha ihlaziywe ngokusebenzisa uhlelo lokuhlaziya isihloko. Unxantathu wezinhlolovo (triangulation) usetshenziswe njengohlelo lokugcina lokuhlola izakhiwo zegama ngokuhlaziya izimvo ezivela kubafundi ezixutshwe kwimibiko evela ohlelweni lokuhlolwa kwesivivinyo socwaningo.Lezi zakhiwo zamagama ezimbili zihlanganiswe kuhlaka olulodwa lokugcina. Lolu hlaka lwesakhiwo lukhombisa indlela umqondo weziko othinta ngayo iziko, ikakhulu, izinto ezingaphakathi. Ngenxa yengxubevange yeziko elinohlelo lwe-ODL, imithelela evela ngaphandle (enjengobuchwepheshe) idala izinto ezihambelana nomqondo omusha weziko oya ngokuya uhambisane nesifundo samanje socwaningo. Le ngxubevange indawonye nemimoya yobuchwepheshe kanye namaqhinga amasha, kuletha isimo esingenakuqinisekiswa. Yize kunjalo, kuya ngokucaca ukusukela ekuhlaziyweni kwedatha ukuthi imimoya ephoqayo kanye naleyo eyejwayelekile idala isimo esingaziwa. Ukuhambisana kwalawa mandla okudalwe yizinto ezisemthethweni. Ngenxa yokubaluleka kobuchwepheshe kwisizinda se-ODL, kuye kwacaca ukuthi ubuchwepheshe kufanele buthathelwe phezulu njengesidlalindima kwiziko le-ODL. Ukufakwa komqondo womdlalindima kudale umsebenzi omuhle othuthukile kanye namathuba okuveza amaqhinga amasha ukuze kuqinisekiswe isimo sokuqinisekisa iziqu ukuthi zibe semthethweni.
College of Accounting Sciences
D. Phil. (Accounting Sciences)
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Books on the topic "Undergraduate accounting study"

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Kizilov, Aleksandr. Fundamentals of accounting (fundamentals of theory, business situations, tests). ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1038907.

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The textbook contains the basics of accounting theory, tasks for conducting practical classes on the course "Fundamentals of Accounting". In order to monitor the current study of the material on all topics, tests are provided to help students consolidate their knowledge, and teachers — to find out the degree of assimilation of the subject. The proposed material is presented not only in text, but also in drawings and diagrams that contribute to the effective perception of the course being studied. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students of all forms of education in the field of training 38.03.01 "Economics".
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Stoner, G. N. Computers rule OK?: A study of changing attitudes of accounting undergraduates. Glasgow: [University of Glasgow], 1990.

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Voronina, Larisa. International standards on auditing: theory and practice. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1037951.

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The textbook is designed for a detailed study of the system of International standards of auditing (ISA). The illuminated structure of the system of MSA and standards, disassembled terminology and application of standards. Considered in detail the content of all ISAS, introduced in territory of the Russian Federation from February 12, 2019. (order of the Ministry of Finance of Russia from 09.01.2019 No. 2H). The content of the textbook and generated the results of its study of the professional competencies match the requirements of the Federal state educational standard of higher education of the latest generation and the national professional standard "the Auditor". For students, bachelors, undergraduates, postgraduates and teachers of economic universities and faculties, students of the program of preparation for the qualification exam for obtaining the certificate of the auditor, a professional accountant and also auditors, accountants, economists, lawyers and heads of organisations or improving qualification.
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Book chapters on the topic "Undergraduate accounting study"

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Jia, Chunxiang. "Practicing Teaching Quality Monitoring and Evaluation Issues’ Study of Undergraduate Accounting Major." In Lecture Notes in Electrical Engineering, 533–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_85.

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Morpurgo, Mark T., and Ana Azevedo. "Investigating the Role of Professional Accounting Education in Enhancing Meta-Competency Development." In Advances in Human Resources Management and Organizational Development, 1–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6537-7.ch001.

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A broad set of business competencies, meta-competencies (MCs), include influencing/persuading, teamwork/relationship building, critical/analytical thinking, self/time management, leadership, strategic thinking, presentation, and communication. This chapter incorporates research from two studies examining MCs in undergraduate and professional business programs. The MISLEM project found that, in comparison to graduates, employers demonstrated less optimism about graduates' competencies. Subsequently, Morpurgo investigated differences in the perception of competency acquisition between professional accountants (PAs) and supervisors in Canada by posing three questions: 1) Is there a MC importance gap between Canadian PAs and their supervisors? 2) Do professional accounting programs contribute to bridging the MC capability gap? and 3) What factors contribute to MC development? The study found perceptual differences between PAs and supervisors regarding the importance and capability of MCs as well as differences in work experience and classroom learning for competency development.
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Shepherd, Alice Katherine. "Making Class Time Count." In Cases on Active Blended Learning in Higher Education, 193–217. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7856-8.ch010.

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This case study describes the ‘semi-flipped' redesign of an undergraduate Introductory Management Accounting module with a large cohort, using a newly refurbished ‘collaborative lecture theatre' at a large English research-intensive university. The chapter outlines the affordances of the collaborative lecture theatre and explains how these were used to promote the active application of theories and techniques in small groups during redesigned lecture sessions. The case considers the approach, design, practice, and space, and includes pedagogies readily transferable to other disciplines. The chapter considers the evaluation of the collaborative lecture theatre and the module redesign from staff and student perspectives. It identifies current challenges relating to the topic in the institutional context and concludes with recommendations and solutions for other institutions wishing to reconfigure spaces to promote active learning approaches.
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Conference papers on the topic "Undergraduate accounting study"

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Sibarani, Choms Gary Ganda Tua, Andri Zainal, and Ulfa Nurhayani. "Accounting Anxiety in Accounting Education: A Case Study on Accounting Undergraduate Students in Universitas Negeri Medan." In Unimed International Conference on Economics Education and Social Science. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009496201050112.

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Kelana, Bayu, Anggar Riskinanto, and Indah Navidah Hayati. "SPOC adoption in accounting course among Indonesian undergraduate students: A case study." In 2017 International Conference on Sustainable Information Engineering and Technology (SIET). IEEE, 2017. http://dx.doi.org/10.1109/siet.2017.8304172.

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Parkinson, Dr Alan, and Lynsie Chew. "Student perceptions of e-learning components within an undergraduate Accounting module: a pilot study." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-1814_eel69.

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Rante, Geraldine Claudia Ignatia, Nurhayati Haris, and Femilia Zahra. "Accounting Students’ Understanding of Assets, Liabilities and Equity by Different School of Origin: Study on Accounting Undergraduate Students at Tadulako University." In 2nd International Conference of Strategic Issues on Economics, Business and, Education (ICoSIEBE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220104.031.

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Fitriantoro, Mohamad Jatiardi, and Nurul Husnah. "The Implementation of the End-User Computing Satisfaction Model into SCeLE: A Study of the Undergraduate Program of the Accounting Department in Universitas Indonesia." In 6th International Accounting Conference (IAC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iac-17.2018.27.

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Thomas, Gen Norman, Aryusmar, and Lely Indriaty. "Analyzing Academic Results of Managerial Accounting Courses Using Offline and Online Learning at Undergraduate Study Program." In ICDTE 2022: 2022 6th International Conference on Digital Technology in Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3568739.3568777.

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Megawati, Arief Maulana, and Mega Asri Zona. "The Long Defining Factor of Undergraduate Students’ Term of Study on Economic Faculty Students of Universitas Negeri Padang." In 4th Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200305.119.

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Adenitan, Oluwatosin, and Mishelle Doorasamy. "Influence of Gender on Ethical Judgement: A Case Study of Undergraduate Accounting Students in a South African University." In Proceedings of the 3rd International Conference of Business, Accounting, and Economics, ICBAE 2022, 10-11 August 2022, Purwokerto, Central Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.10-8-2022.2320815.

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Carpenter, Riley, and Sihaam Shamsoodien. "The relationship between self-efficacy and accounting students' academic performance at a South African university." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12922.

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Racial transformation is crucial for South African higher education institutions, the accounting profession and the country as a whole. Consequently, determinants of students’ academic success must be at the forefront of accounting education research. Understanding these determinants will assist universities to better assist students with their learning. This study focused on self-efficacy in academic performance—a previously limited research area in South African accounting education. The aim was to determine the relationship between self-efficacy and academic performance amongst students registered in a second-year undergraduate course for an accounting degree at a South African university. It was found that self-efficacy was moderately positively correlated with academic performance. The findings indicate that it is worthwhile performing further empirical research on self-efficacy, especially while controlling for other significant factors affecting students’ academic performance.
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Heininger, Katie, Hong-En Chen, Kathryn Jablokow, and Scarlett R. Miller. "How Engineering Design Students’ Creative Preferences and Cognitive Styles Impact Their Concept Generation and Screening." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85942.

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The flow of creative ideas throughout the engineering design process is essential for innovation. However, few studies have examined how individual traits affect problem-solving behaviors in an engineering design setting. Understanding these behaviors will enable us to guide individuals during the idea generation and concept screening phases of the engineering design process and help support the flow of creative ideas through this process. As a first step towards understanding these behaviors, we conducted an exploratory study with 19 undergraduate engineering students to examine the impact of individual traits, using the Preferences for Creativity Scale (PCS) and Kirton’s Adaption-Innovation inventory (KAI), on the creativity of the ideas generated and selected for an engineering design task. The ideas were rated for their creativity, quality, and originality using Amabile’s consensual assessment technique. Our results show that the PCS was able to predict students’ propensity for creative concept screening, accounting for 74% of the variation in the model. Specifically, team centrality and influence and risk tolerance significantly contributed to the model. However, PCS was unable to predict idea generation abilities. On the other hand, cognitive style, as measured by KAI, predicted the generation of creative and original ideas, as well as one’s propensity for quality concept screening, although the effect sizes were small. Our results provide insights into individual factors impacting undergraduate engineering students’ idea generation and selection.
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