By Dorothy Feldman, Dorothy Feldman, Anthony H. Catanach
"Advances in Accounting schooling: instructing and Curriculum strategies" is a refereed, educational learn annual that goals to satisfy the wishes of school participants drawn to how you can enhance their lecture room guideline. It contains either non-empirical and empirical articles facing accounting pedagogy at school and college point. Non-empirical papers are academically rigorous and in particular talk about the institutional context of a direction or application, in addition to any suitable exchange offs or coverage concerns. Empirical studies convey sound study layout and execution, and increase a radical motivation and literature evaluate. considerate, well-developed articles describe how instructing tools or curricula/programs might be greater. "Advances in Accounting schooling: instructing and Curriculum strategies" serves as a discussion board for sharing generalizable educating ways starting from curricula improvement to content material supply recommendations. Readable, proper and trustworthy this quantity is of curiosity to all teachers, researchers and directors dedicated to enhancing accounting schooling on the university and college point. This quantity offers appropriate, readable articles facing accounting pedagogy at college/university point. It serves as a discussion board for sharing generalizable instructing methods starting from curricula improvement to content material supply suggestions and is of curiosity to teachers, researchers and directors dedicated to bettering accounting schooling.
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Additional resources for Advances in Accounting Education: Teaching and Curriculum Innovations
These perspectives capture how a ﬁrm achieves its strategy, and help to prevent management from focusing myopically on the ﬁnancial end result. A BSC also ties these perspectives together in a logical sequence. For example, achieving learning and growth objectives leads to excellence in business processes, which creates customer satisfaction, which ultimately produces the desired ﬁnancial performance. Whatever the strategy, the BSC framework encourages organizations to view the end goal as the result of a process, and provides the measures necessary to evaluate performance throughout the stages of the process.
Once we write the strategy on the board, we ask students to supply various perspectives from which they and potential employers can view their jobsearch strategy. Students will suggest the usual resume areas, such as education, employment, honors and awards, and extracurricular and leadership activities. Then, we link these perspectives together and to the various components of the strategy using arrows and boxes as necessary to present a graphical depiction of the resume similar to a scorecard (see Fig.
We have organized the remainder of this chapter as follows. We begin by describing commonalities between the BSC and a resume. Next, we provide teaching notes and comments designed to help instructors introduce this BSC–resume analogy in their classes. Then, we discuss student feedback, followed by the conclusion and limitations of this approach. COMMONALITIES BETWEEN THE BSC AND A RESUME For teaching purposes, instructors can emphasize several common features between a properly developed BSC and a well-written resume.