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Identifying teaching best practices for accounting courses using appreciative inquiry

Identifying teaching best practices for accounting courses using appreciative inquiry Eagle Mountain University (EMU) recently merged its two separate accounting programs into a new college. While the transition from two programs to one program involves many challenges, a priority is the alignment of teaching best practices for accounting courses. This study addresses that objective. An earlier study by the researchers examined quality enablers for online accounting programs by examining a small graduate accounting program at a private university in the Western USA. This study performed additional research on this topic by focusing on identifying teaching best practices for accounting courses for the university. The research model used for this project was based on Thatchenkery's appreciative sharing of knowledge (ASK) model because it encourages knowledge sharing to build on the positive experiences of the organisation. This study was conducted using a virtual approach instead of the traditional face­face meetings used by Thatchenkery's ASK model (2005). Based on the findings of the study, a best practices framework for teaching accounting courses was started for EMU. Keywords: accounting courses; appreciative inquiry; ASK; appreciative sharing of knowledge; best practices; best teaching practices; knowledge management; organisational analysis, process-consulting; virtual collaboration. Reference to this paper should be made as follows: Brands, K.M. and Elam, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Knowledge Management Studies Inderscience Publishers

Identifying teaching best practices for accounting courses using appreciative inquiry

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Publisher
Inderscience Publishers
Copyright
Copyright © 2017 Inderscience Enterprises Ltd.
ISSN
1743-8268
eISSN
1743-8276
DOI
10.1504/IJKMS.2017.084412
Publisher site
See Article on Publisher Site

Abstract

Eagle Mountain University (EMU) recently merged its two separate accounting programs into a new college. While the transition from two programs to one program involves many challenges, a priority is the alignment of teaching best practices for accounting courses. This study addresses that objective. An earlier study by the researchers examined quality enablers for online accounting programs by examining a small graduate accounting program at a private university in the Western USA. This study performed additional research on this topic by focusing on identifying teaching best practices for accounting courses for the university. The research model used for this project was based on Thatchenkery's appreciative sharing of knowledge (ASK) model because it encourages knowledge sharing to build on the positive experiences of the organisation. This study was conducted using a virtual approach instead of the traditional face­face meetings used by Thatchenkery's ASK model (2005). Based on the findings of the study, a best practices framework for teaching accounting courses was started for EMU. Keywords: accounting courses; appreciative inquiry; ASK; appreciative sharing of knowledge; best practices; best teaching practices; knowledge management; organisational analysis, process-consulting; virtual collaboration. Reference to this paper should be made as follows: Brands, K.M. and Elam,

Journal

International Journal of Knowledge Management StudiesInderscience Publishers

Published: Jan 1, 2017

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