Accounting and business students' approaches to learning: A longitudinal study

This study reports the results of an investigation into the learning approaches of undergraduate accounting and business students from three universities in Ireland who were exposed to a learning environment, namely the case study method, which aimed to encourage a deep approach to learning. In order to assess the effectiveness of the intervention, the ASSIST research instrument was used to investigate changes in students’ approaches to learning over time. Consistent with previous research, this study considers whether gender is related to students’ approaches to learning over time and if there are differences between students majoring in accounting or business in their approaches to learning. The results of the study indicate that the case study intervention was successful in some respects. However, contrary to expectations, an overall statistically significant increase in students’ surface approach to learning was found. Additionally, it is reported that changes in students’ approaches to learning over time are not associated with gender or degree program. The results of this study offer insights to accounting educators developing educational interventions to encourage deep approaches to learning.

Constraining the age of Lateglacial and early Holocene pollen zones and tephra horizons in southern Sweden with Bayesian probability methods

The sediment sequence from Hasseldala port in southeastern Sweden provides a unique Lateglacial/early Holocene record that contains five different tephra layers. Three of these have been geochemically identified as the Borrobol Tephra, the Hasseldalen Tephra and the 10-ka Askja Tephra. Twenty-eight high-resolution C-14 measurements have been obtained and three different age models based on Bayesian statistics are employed to provide age estimates for the five different tephra layers. The chrono- and pollen stratigraphic framework supports the stratigraphic position of the Borrobol Tephra as found in Sweden at the very end of the Older Dryas pollen zone and provides the first age estimates for the Askja and Hasseldalen tephras. Our results, however, highlight the limitations that arise in attempting to establish a robust, chronologically independent lacustrine sequence that can be correlated in great detail to ice core or marine records. Radiocarbon samples are prone to error and sedimentation rates in lake basins may vary considerably due to a number of factors. Any type of valid and 'realistic' age model, therefore, has to take these limitations into account and needs to include this information in its prior assumptions. As a result, the age ranges for the specific horizons at Hasseldala port are large and calendar year estimates differ according to the assumptions of the age-model. Not only do these results provide a cautionary note for overdependence on one age-model for the derivation of age estimates for specific horizons, but they also demonstrate that precise correlations to other palaeoarchives to detect leads or lags is problematic. Given the uncertainties associated with establishing age-depth models for sedimentary sequences spanning the Lateglacial period, however, this exercise employing Bayesian probability methods represents the best possible approach and provides the most statistically significant age estimates for the pollen zone boundaries and tephra horizons. Copyright (C) 2006 John Wiley & Sons, Ltd.

Entrepreneurial and Business Growth and the Quest for a “Comprehensive Theory”: Tilting at Windmills?

Even though there has been sustained interest in growth for almost 50 years, relatively little is known about this phenomenon and much confusion and misunderstanding surrounds it. Based on a literature review and the articles in this special issue we make three recommendations that we believe will allow theory to advance and be applicable in practice. First, that discourse between key stakeholders is encouraged in order to achieve greater understanding. Second, that focus is placed on " growth as a process," rather than as a " change in amount." Third, that knowledge production requires inclusivity and pluralism in research perspectives and approaches. © 2010 Baylor University.