An exploratory study on cognitive skills and topics focused in learning objectives of finance modules: a UK perspective

Lakshmi, Geeta (2013) An exploratory study on cognitive skills and topics focused in learning objectives of finance modules: a UK perspective. Accounting Education, 22 (3). pp. 233-247. ISSN 0963-9284

Full content URL: http://dx.doi.org/10.1080/09639284.2013.788830

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Item Type:Article
Item Status:Live Archive

Abstract

Finance is an important subject in many undergraduate programmes. In the UK, the technical competencies in this area are covered by the QAA benchmark in finance (2007). However, the benchmark does not rigidly circumscribe the curriculum and expected competencies. As a result, universities are free to teach the subject from a variety of perspectives. In this paper, the subject-specific knowledge and skills emphasised in core finance subjects in accounting undergraduate programmes in the UK are explored. Learning outcomes from module handbooks/unit specifications from 10 UK universities are used to analyse the taught topic areas and the cognitive skills that are developed and tested. The results indicate that the topic areas of funding/sources of finance feature highly in the finance curriculum. However, while cognitive skills should stress the demands of the rapidly changing business environment, this was undetected, and a number of topics and related cognitive skills were found to be under-developed in the programmes reviewed. The study examines an under-researched area and offers some insights into what is considered important in the finance curriculum in the UK. © 2013 Copyright Taylor and Francis Group, LLC.

Keywords:Finance education, Accounting, Learning outcomes, Cognitive skills, UK universities, Empirical research
Subjects:N Business and Administrative studies > N400 Accounting
X Education > X300 Academic studies in Education
Divisions:Lincoln International Business School
ID Code:11425
Deposited On:04 Sep 2013 12:58

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