Assessing the design of accounting modules across UK higher educational institutions

Ullah, Subhan; Kimani, Danson; Bai, Yunqian; Ahmed, Rizwan

doi:10.1080/23311975.2018.1510717

Assessing the design of accounting modules across UK higher educational institutions

Ullah, Subhan; Kimani, Danson; Bai, Yunqian; Ahmed, Rizwan

Authors

Subhan Ullah

Danson Kimani

Yunqian Bai

Rizwan Ahmed

Abstract

The purpose of this paper is to uncover how accounting modules are designed across UK Higher
Educational Institutions. We carried out a content analysis of Undergraduate Year 1 Accounting
Module Handbooks for a sample of 12 UK Universities. The study finds considerable heterogeneity
concerning the way accounting modules are designed and delivered across the UK HE sector. This
research contributes to accounting/business education literature as no study has previously utilised
a content analysis approach to understand how accounting modules are designed and delivered
across UK Higher Educational Institutions.

Citation

Ullah, S., Kimani, D., Bai, Y., & Ahmed, R. (2018). Assessing the design of accounting modules across UK higher educational institutions. Cogent Business and Management, 5(1), 1-12. https://doi.org/10.1080/23311975.2018.1510717

Journal Article Type	Article
Acceptance Date	Aug 8, 2018
Online Publication Date	Aug 14, 2018
Publication Date	Aug 14, 2018
Deposit Date	Aug 15, 2018
Publicly Available Date	Aug 16, 2018
Print ISSN	2331-1975
Electronic ISSN	2331-1975
Publisher	Taylor and Francis
Peer Reviewed	Peer Reviewed
Volume	5
Issue	1
Article Number	1510717
Pages	1-12
DOI	https://doi.org/10.1080/23311975.2018.1510717
Keywords	Content analysis; Module handbooks; Learning outcomes; Assessment strategies
Public URL	https://hull-repository.worktribe.com/output/984197
Publisher URL	https://www.tandfonline.com/doi/abs/10.1080/23311975.2018.1510717

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