Accounting undergraduates' perceptions of cooperative learning as a model for enhancing their interpersonal and communication skills to interface successfully with professional accountancy education and training

Joan Ballantine, Patricia McCourt Larres

Research output: Contribution to journalArticlepeer-review


To interface effectively with professional accountancy training, accounting
educationalists should ensure that they turn out graduates who possess the interpersonal and communication skills required of today’s accountant. Attainment of these skills is promoted by group work. However, little empirical evidence exists to help academics make an informed choice about which form of group learning enhances interpersonal and communication skills. This paper
addresses this deficiency by comparing perceptions of skills enhancement between accounting students who experienced traditional or simple group learning and those who undertook cooperative learning. The findings reveal that the cooperative learning cohort perceived their learning experience to be significantly more effective at enhancing interpersonal and communication skills than that of the simple group learning cohort. This study provides evidence
that cooperative learning is a more effective model for delivering interpersonal and communication skills than simple group learning, thereby creating a more successful interface between academic accounting and professional accountancy training.
Original languageUndefined
Pages (from-to)387-402
Number of pages16
JournalAccounting Education: an international journal
Issue number4-5
Publication statusPublished (in print/issue) - 2009

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