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Combining Experiential and Conceptual Learning in Accounting Education: A Review with Implications

Rodgers, Wayne; Simon, Jon; Gabrielsson, Jonas

Authors

Jon Simon

Jonas Gabrielsson



Abstract

Within accounting education, both conceptual and experiential learning have been important learning approaches. However, while experiential learning has been extensively studied in accounting education, the critical role of conceptual learning has received considerably less attention. In this article, we review theory and research to develop a framework involving the Throughput Model that relates to both conceptual and experiential learning. Based on our review and combination, we suggest implications for the design and implementation of accounting education.

Citation

Rodgers, W., Simon, J., & Gabrielsson, J. (2017). Combining Experiential and Conceptual Learning in Accounting Education: A Review with Implications. Management Learning, 48(2), 187-205. https://doi.org/10.1177/1350507616669479

Journal Article Type Article
Acceptance Date Sep 30, 2016
Publication Date Apr 1, 2017
Deposit Date Sep 4, 2017
Journal Management Learning
Print ISSN 1350-5076
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 48
Issue 2
Pages 187-205
DOI https://doi.org/10.1177/1350507616669479
Keywords Accounting education, cognitive processes, concepts, conceptual learning, experiential learning, learning cycles
Public URL https://hull-repository.worktribe.com/output/454437
Contract Date Sep 4, 2017