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Combining experiential and conceptual learning in accounting education: A review with implications
University of Texas, El Paso USA & University of Hull, Hull, United Kingdom.
University of Hull, Hull, United Kingdom.
Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).ORCID-id: 0000-0002-0680-1883
2017 (engelsk)Inngår i: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 48, nr 2, s. 187-205Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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. © The Author(s) 2016.

sted, utgiver, år, opplag, sider
London: Sage Publications, 2017. Vol. 48, nr 2, s. 187-205
Emneord [en]
Accounting education, cognitive processes, concepts, conceptual learning, experiential learning, learning cycles
HSV kategori
Identifikatorer
URN: urn:nbn:se:hh:diva-35410DOI: 10.1177/1350507616669479ISI: 000397196500005Scopus ID: 2-s2.0-85014963523OAI: oai:DiVA.org:hh-35410DiVA, id: diva2:1156628
Tilgjengelig fra: 2017-11-13 Laget: 2017-11-13 Sist oppdatert: 2017-11-15bibliografisk kontrollert

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