A critical learning outcome approach in designing, delivering and assessing the IT knowledge syllabus

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dc.contributor.authorWessels P.L.
dc.date.accessioned2011-10-13T16:58:10Z
dc.date.available2011-10-13T16:58:10Z
dc.date.issued2010
dc.description.abstractAlthough the accounting profession has embraced a competency-based approach in the education and training of students, some educators struggle to adapt the delivery and assessment of their accounting programmes to bring them in line with these outcomes. The challenge for all educators is to seek ways to marry the curriculum, the design and delivery of the syllabus and assessment in such a way as to maximize students' learning in relation to priority goals. The aim of this paper is to discuss how the IFAC curriculum on the general knowledge of IT (IEPS 2) could be analysed using an alternative approach based on critical learning outcomes to develop a syllabus that would enable educators to deliver and assess it in line with the learning outcomes and competency requirements. The newly-developed syllabus should direct educators to adopt a holistic approach in the delivery and assessment of the IT course. This approach should ensure that students understand how information technology can support them as accountants in producing information in the format required by users. © 2010 Taylor & Francis.
dc.description.versionArticle
dc.identifier.citationAccounting Education
dc.identifier.citation19
dc.identifier.citation5
dc.identifier.citationhttp://www.scopus.com/inward/record.url?eid=2-s2.0-79959923815&partnerID=40&md5=d21662a111ca2db3f1b8bd787e9ead44
dc.identifier.issn9639284
dc.identifier.other10.1080/09639280903208534
dc.identifier.urihttp://hdl.handle.net/10019.1/16634
dc.subjectAccounting education
dc.subjectCompetency-based approach
dc.subjectCritical learning outcome approach
dc.subjectCurriculum development
dc.subjectIT knowledge education
dc.titleA critical learning outcome approach in designing, delivering and assessing the IT knowledge syllabus
dc.typeArticle
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