JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE

Student-Created Assignments in an Undergraduate Accounting Information

Systems Course: Student and Faculty Perceptions

Author(s): Grace F. Johnson, Bethany McFarland, Rachel Worthington

Citation: Grace F. Johnson, Bethany McFarland, Rachel Worthington, (2013) "Student-Created Assignments in an Undergraduate Accounting Information Systems Course: Student and Faculty Perceptions," Journal of Higher Education Theory and Practice, Vol.13, Iss. 1, pp. 80 - 89

Article Type: Research paper

Publisher: North American Business Press

Abstract:

This paper examines how student-created case studies can enhance students’ understanding of internal

control in an undergraduate accounting information systems (AIS) course Students say cases require

critical thinking, enhance research skills, and demand greater understanding of AIS course content.

Faculty appreciate their use as cases can develop student engagement in the topics, incorporate real

world examples, improve critical thinking and analysis, and stimulate class discussions. Drawbacks

include students’ lack of breadth or depth of knowledge and work experience to create meaningful cases.

Faculty perceive a lack of fairness or standardization in the case content and grading and evaluating

challenges.