文档介绍：Innovations in teaching undergraduate finance at Australian Universities: Three examples
Ben Jacobsen, Jenny Kofoed, Tony Martin, Sonia Shimeld
Abstract
Whilst investigating current teaching practice at Australian Universities in accounting accredited finance subjects, some innovations were discovered (Jacobsen, 2007). Teaching approach in accredited finance subjects usually involves two hours of lectures and an hour long tutorial, and an invigilated test and examination worth 85% of total marks. Descriptions of learning objectives and teaching and learning activities in finance subjects show a diversity of approaches to teaching and or conception of teaching. Three innovations that indicate student-centric approaches cover lecture activities and assessment. These examples represent an important dissemination to accounting and finance educators. The course coordinator presents the context of each case.
Keywords: innovations, finance, examples
Innovations in teaching undergraduate finance at Australian Universities: Three examples
Introduction
The disciplinary praxis of accredited finance as an introduction to mon body of knowledge may be influenced by the characteristics of that knowledge. Exactly how the disciplinary rigours of corporate finance influences teaching has not been the subject of sufficient academic discourse. Traditional settings such as the lecture method and invigilated assessment dominate Australian undergraduate course offerings. The Australian Accreditation Guidelines (Anon., 2005) suggest a focus on teaching methods to incorporate the teaching of generic skills (Anon., 2005, pp. 9-10) as do the International Education Standards (IFAC, 2003, p. 33). Traditional settings do not in and of themselves preclude teaching quality. Indeed Kane et al.’s (2004) exposition of teaching quality only involves teachers acknowledged by peers and students as good teachers, all of whom use the lecture format. However, reliance on invigilated tests and exami