330
Views
0
CrossRef citations to date
0
Altmetric
Research Article

How can course design facilitate the development of teamwork skills for diligent students?

&
Received 15 Aug 2022, Accepted 21 Mar 2024, Published online: 29 Mar 2024

References

  • Adesina, O. O., Adesina, O. A., Adelopo, I., & Afrifa, G. A. (2023). Managing group work: The impact of peer assessment on student engagement. Accounting Education, 32(1), 90–113. https://doi.org/10.1080/09639284.2022.2034023
  • Aranzabal, A., Epelde, E., & Artetxe, M. (2022). Team formation on the basis of Belbin’s roles to enhance students’ performance in project-based learning. Education for Chemical Engineers, 38(1), 22–37. https://doi.org/10.1016/j.ece.2021.09.001
  • Ballantine, J., & Larres, P. M. (2007). Final year accounting undergraduates’ attitudes to group assessment and the role of learning logs. Accounting Education, 16(2), 163–183. https://doi.org/10.1080/09639280701234419
  • Barac, K., Kirstein, M., & Kunz, R. (2021). Using peer review to develop professional competencies: An Ubuntu perspective. Accounting Education, 30(6), 551–577. https://doi.org/10.1080/09639284.2021.1942089
  • Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. Jossey-Bass Publishers.
  • Barr, T. E., Dixon, A. L., & Gassenheimer, J. B. (2005). Exploring the “lone wolf” phenomenon in student teams. Journal of Marketing Education, 27(1), 81–90. https://doi.org/10.1177/0273475304273459
  • Bayne, L., Birt, J., Hancock, P., Schonfeldt, N., & Agrawal, P. (2022). Best practices for group assessment tasks. Journal of Accounting Education, 59(1), 100770–15. https://doi.org/10.1016/j.jaccedu.2022.100770
  • Berry, E. (2007). Group work and assessment - benefit or burden? The The Law Teacher, 41(1), 19–36. https://doi.org/10.1080/03069400.2007.9959723
  • Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education learning for the longer term. Routledge.
  • Bourner, J., Hughes, M., & Bourner, T. (2001). First-year undergraduate experiences of group project work. Assessment & Evaluation in Higher Education, 26(1), 19–39. https://doi.org/10.1080/02602930020022264
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Brown, C. A., & McIlroy, K. (2011). Group work in healthcare students’ education: What do we think we are doing? Assessment & Evaluation in Higher Education, 36(6), 687–699. https://doi.org/10.1080/02602938.2010.483275
  • Bryant, S. M., & Albring, S. M. (2006). Effective team building: Gardens for accounting educators. Issues in Accounting Education, 21(3), 241–265. https://doi.org/10.2308/iace.2006.21.3.241
  • Burke, A. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching, 11(2), 87–95.
  • Chapman, K. J., Meuter, M., Toy, D., & Wright, L. (2006). Can’t we pick our own groups? The influence of group selection method on group dynamics and outcomes. Journal of Management Education, 30(4), 557–569. https://doi.org/10.1177/1052562905284872
  • Chartered Accountants Australia and New Zealand (CA ANZ). (2023). CA capability Model booklet. https://www.charteredaccountantsanz.com/learning-and-events/learning/capability-model
  • Christensen, J., Harrison, J. L., Hollindale, J., & Wood, K. (2019). Implementing team-based learning (TBL) in accounting courses. Accounting Education, 28(2), 195–219. https://doi.org/10.1080/09639284.2018.1535986
  • Clinton, B. D., & Kohlmeyer, J. M. (2005). The effects of group quizzes on performance and motivation to learn: Two experiments in cooperative learning. Journal of Accounting Education, 23(2), 96–116. https://doi.org/10.1016/j.jaccedu.2005.06.001
  • Davies, W. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher Education, 58(4), 563–584. https://doi.org/10.1007/s10734-009-9216-y
  • De Bruyn, M. (2023). Emotional intelligence capabilities that can improve the non-technical skills of accounting students. Accounting Education, 32(1), 61–89. https://doi.org/10.1080/09639284.2022.2032221
  • De Villiers, R. (2010). The incorporation of soft skills into accounting curricula: Preparing accounting graduates for their unpredictable futures. Meditari Accountancy Research, 18(2), 1–22. https://doi.org/10.1108/10222529201000007
  • Delaney, D. A., Fletcher, M., Cameron, C., & Bodle, K. (2013). Online self and peer assessment of teamwork in accounting education. Accounting Research Journal, 26(3), 222–238. https://doi.org/10.1108/ARJ-04-2012-0029
  • Dolce, V., Emanuel, F., Cisi, M., & Ghislieri, C. (2020). The soft skills of accounting graduates: Perceptions versus expectations. Accounting Education, 29(1), 57–76. https://doi.org/10.1080/09639284.2019.1697937
  • Donelan, H., & Kear, K. (2023). Online group projects in higher education: persistent challenges and implications for practice. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-023-09360-7
  • Doran, J., Healy, M., McCutcheon, M., & O’Callaghan, S. (2011). Adapting case-based teaching to large class settings: An action research approach. Accounting Education, 20(3), 245–263. https://doi.org/10.1080/09638180.2011.583742
  • Edmond, T., & Tiggeman, T. (2009). Accounting experiences in collaborative teaching. American Journal of Business Education, 2(7), 97–100.
  • Freeman, L., & Greenacre, L. (2011). An examination of socially destructive behaviors in group work. Journal of Marketing Education, 33(1), 5–17. https://doi.org/10.1177/0273475310389150
  • Friedman, D., Karniel, Y., & Lavie-Dinur, A. (2009). Comparing group discussion in virtual and physical environments. Presence: Teleoperators and Virtual Environments, 18(4), 286–293. https://doi.org/10.1162/pres.18.4.286
  • Gammie, E., & Matson, M. (2007). Group assessment at final degree level: An evaluation. Accounting Education, 16(2), 185–206. https://doi.org/10.1080/09639280701234609
  • Goñi, J., Cortázar, C., Alvares, D., Donoso, U., & Miranda, C. (2020). Is teamwork different online versus face-to-face? A case in Engineering Education. Sustainability, 12(24), 10444–10418. https://doi.org/10.3390/su122410444
  • Healy, M., Doran, J., & McCutcheon, M. (2018). Cooperative learning outcomes from cumulative experiences of group work: Differences in student perceptions. Accounting Education, 27(3), 286–308. https://doi.org/10.1080/09639284.2018.1476893
  • Helliar, C. (2013). The global challenge for accounting education. Accounting Education, 22(6), 510–521. https://doi.org/10.1080/09639284.2013.847319
  • Hillyard, C., Gillespie, D., & Littig, P. (2010). University students’ attitudes about learning in small groups after frequent participation. Active Learning in Higher Education, 11(1), 9–20. https://doi.org/10.1177/1469787409355867
  • Hoegl, M. (2005). Smaller teams – better teamwork: How to keep project teams small. Business Horizons, 48(3), 209–214. https://doi.org/10.1016/j.bushor.2004.10.013
  • Howcroft, D. (2017). Graduates’ vocational skills for the management accountancy profession: Exploring the accounting education expectation-performance gap. Accounting Education, 26(5–6), 459–481. https://doi.org/10.1080/09639284.2017.1361846
  • Institute of Chartered Accountants in England and Wales (ICAEW). (2020). ACA syllabus, skills development and technical knowledge grids. For Exams in 2022. https://www.icaew.com/-/media/corporate/files/learning-and-development/aca-syllabus/2022/2022-aca-syllabus-skills-and-technical-knowledge-grids-may-2020.ashx
  • International Education Standard 3. (2019). Initial professional development – professional skills (revised). https://www.ifac.org/system/files/publications/files/IAESB-IES-3-Professional-skills.pdf
  • Jackling, B., & De Lange, P. (2009). Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education, 18(4–5), 369–385. https://doi.org/10.1080/09639280902719341
  • Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
  • Katzenbach, J. R., & Smith, D. K. (1999). The wisdom of teams: Creating the high-performance organisation. HarperCollins Publishers.
  • King, A. Z., & King, H. (2021). Developing team skills in accounting students: A complete curriculum. Journal of Higher Education Theory and Practice, 21(7), 116–146. https://doi.org/10.33423/jhetp.v21i7.4491
  • Lancaster, K., & Strand, C. (2001). Using the team-learning model in a managerial accounting class: An experiment in cooperative learning. Issues in Accounting Education, 16(4), 549–567. https://doi.org/10.2308/iace.2001.16.4.549
  • Lee, H., Kim, H., & Byun, H. (2017). Are high achievers successful in collaborative learning? An explorative study of college students’ learning approaches in team project-based learning. Innovations in Education and Teaching International, 54(5), 418–427. https://doi.org/10.1080/14703297.2015.1105754
  • Low, M., Samkin, G., & Liu, C. (2013). Accounting education and the provision of soft skills: Implications of the recent NZICA CA academic requirement changes. E-Journal of Business Education and Scholarship of Teaching, 7(1), 1–33.
  • Marks, M. A., Mathieu, J. E., & Zaccaro, S. J. (2001). A temporally based framework and taxonomy of team processes. Academic Management Review, 26(3), 356–376. https://doi.org/10.2307/259182
  • Mhlongo, F. (2020). Pervasive skills and accounting graduates’ employment prospects: Are South African employers calling for pervasive skills when recruiting? Journal of Education, 80(1), 49–71. https://doi.org/10.17159/2520-9868/i80a03
  • Missingham, D., & Matthews, R. (2014). A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: A learning and teaching case study. European Journal of Engineering Education, 39(4), 412–423. https://doi.org/10.1080/03043797.2014.881321
  • Oosthuizen, H., De Lange, P., Wilmshurst, T., & Beatson, N. (2021). Teamwork in the accounting curriculum: Stakeholder expectations, accounting students’ value proposition, and instructors’ guidance. Accounting Education, 30(2), 131–158. https://doi.org/10.1080/09639284.2020.1858321
  • Opdecam, E., & Everaert, P. (2018). Seven disagreements about cooperative learning. Accounting Education, 27(3), 223–233. https://doi.org/10.1080/09639284.2018.1477056
  • Paisey, C., & Paisey, N. J. (2007). Balancing the vocational and academic dimensions of accounting education: The case for a core curriculum. Journal of Vocational Education & Training, 59(1), 89–105. https://doi.org/10.1080/13636820601145705
  • Rezaei, A. (2017). Features of successful group work in online and physical courses. The Journal of Effective Teaching, 17(3), 5–22.
  • Riebe, L., Girardi, A., & Whitsed, C. (2016). A systematic literature review of teamwork pedagogy in higher education. Small Group Research,, 47(6), 619–664. https://doi.org/10.1177/1046496416665221
  • SAICA. (2021). Competency Framework 2021. https://www.saica.org.za/initiatives/competency-framework/ca2025
  • Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H., & Jinks, C. (2018). Saturation in qualitative research: exploring its conceptualization and operationalization. Quality & Quantity, 52(4), 1893–1907. https://doi.org/10.1007/s11135-017-0574-8
  • Schmutz, J. B., Meier, L. L., & Manser, T. (2019). How effective is teamwork really? The relationship between teamwork and performance in healthcare teams: A systematic review and meta-analysis. BMJ Open, 9(9), e028280–16. https://doi.org/10.1136/bmjopen-2018-028280
  • Smith, G. G., Sorensen, C., Gump, A., Heindel, A. J., Caris, M., & Martinez, C. D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, 14(2), 121–128. https://doi.org/10.1016/j.iheduc.2010.09.005
  • Sridharan, B., Muttakin, M. B., & Mihret, D. G. (2018). Students’ perceptions of peer assessment effectiveness: An explorative study. Accounting Education, 27(3), 259–285. https://doi.org/10.1080/09639284.2018.1476894
  • Steenkamp, G., & Goosen, R. (2023). Enhancing students’ relational acumen capacity through a reflective self-assessment workshop on behavioural styles. Accounting Education, 1–24. https://doi.org/10.1080/09639284.2023.2267519
  • Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: Comparing students and employers’ perceptions. Studies in Higher Education, 45(9), 1834–1847. https://doi.org/10.1080/03075079.2019.1585420
  • Tan, L. M., & Laswad, F. (2018). Professional skills required of accountants: What do job advertisements tell us? Accounting Education, 27(4), 403–432. https://doi.org/10.1080/09639284.2018.1490189
  • Tempone, I., Kavanagh, M., Segal, N., Hancock, P., Howieson, B., & Kent, J. (2012). Desirable generic attributes for accounting graduates into the twenty-first century. Accounting Research Journal, 25(1), 41–55. https://doi.org/10.1108/10309611211244519
  • Tseng, T. W., & Yeh, H. T. (2013). Team members’ perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study. Computers & Education, 63, 1–9. https://doi.org/10.1016/j.compedu.2012.11.013
  • Tsiligiris, V., & Bowyer, D. (2021). Exploring the impact of 4IR on skills and personal qualities for future accountants: A proposed conceptual framework for university accounting education. Accounting Education, 30(6), 621–649. https://doi.org/10.1080/09639284.2021.1938616
  • Vanhove, A., Opdecam, E., & Haerens, L. (2023). Fostering social skills in the Flemish secondary accounting education: Perceived challenges, opportunities, and future directions. Accounting Education. Early online. https://doi.org/10.1080/09639284.2023.2208106
  • Viviers, H. A. (2016). Taking stock of South African accounting students’ pervasive skills development: Are we making progress? South African Journal of Higher Education, 30(2), 242–263. https://doi.org/10.20853/30-2-645
  • Wye, C.-K., & Lim, Y. M. (2009). Perception differential between employers and undergraduates on the importance of employability skills. International Education Studies, 2(1), 95–105.