Accounting @ Macquarie |
Evaluation
Students
A focus group of seven students was run at Macquarie University with students who had participated in the Accounting Capstone unit in which portfolios were trialled.
The focus groups revealed that while some students did initially feel resistant to the portfolio task, they ultimately enjoyed it, appreciating that it was ‘different’ in relation to other assessment tasks fostering a ‘different way of thinking’. All students pointed to a variety of challenges that they experienced while developing the portfolio and these included: understanding what the task required, the difficulty of group work and participation, and a lack of understanding about the purpose and benefits of reflection. Overall, students seemed to have a good understanding of the purpose of Portfolios as a pedagogical approach and saw some value in the employability potential of portfolios. |
What Students liked
What Students found challenging
The purpose of Portfolios
All students felt they had a good understanding of the overall purpose of ePortfolios – namely, learning, reflection, and how to be a professional. “I think the main purpose is just to find a deeper understanding of accounting, just like…more background about it, knowing how it affects our lives in the future as well.”
ePortfolios and employability
They did see some potential for ePortfolios in terms of employability. “..where else in the subject would you get to start looking, asking the question like why am I employable? Why do I deserve this job? Why am I more than just a certificate?”, “I found it valuable as in being reflective tasks and having to write about yourself, and think about yourself and then as it went along the different types of accounting, and issues within accounting..” and “I know one subject can’t really shape your ethical standpoint but what it did do is make you sort of... it encouraged you to sort of pinpoint it and sort of define it.”
- Students enjoyed that it was ‘different’.
- They appreciated that it was a portfolio and not an ePortfolio in that it required students to ‘put something together’ and was ‘a different way of thinking’. Some students said they ‘hate things online’ and preferred having something tangible to work on.
- “I got what they were trying to do, and I liked it, I liked how different it was, and I was impressed as a capstone for accounting.”
What Students found challenging
- It was challenging ‘knowing exactly what to do and how to do it’.
- It could have been made more explicit what was required – as one paragraph outlining the task was not enough.
- They did feel some resistance to the task.
- The portfolio was all about ‘participation’ but this was problematized by the number of international students in classes who did not participate.
- There was some confusion surrounding the breakdown of marks.
- Reflection exercises were repetitive.
- Some felt their friends in other disciplines were getting a ‘lot more hands on sort of experience out of a capstone unit’ and they had expectations of something more ‘practical’ for a capstone unit. Because of this they thought the ‘subject was a bit of a free pass’.
- Collaborating and working with others proved difficult.
The purpose of Portfolios
All students felt they had a good understanding of the overall purpose of ePortfolios – namely, learning, reflection, and how to be a professional. “I think the main purpose is just to find a deeper understanding of accounting, just like…more background about it, knowing how it affects our lives in the future as well.”
ePortfolios and employability
They did see some potential for ePortfolios in terms of employability. “..where else in the subject would you get to start looking, asking the question like why am I employable? Why do I deserve this job? Why am I more than just a certificate?”, “I found it valuable as in being reflective tasks and having to write about yourself, and think about yourself and then as it went along the different types of accounting, and issues within accounting..” and “I know one subject can’t really shape your ethical standpoint but what it did do is make you sort of... it encouraged you to sort of pinpoint it and sort of define it.”
“It allowed us to think about accounting as an organic thing that is ever-changing and something which can impact rather than a static being with which we must conform. I truly believe it affected me as a learner and as a person”
“It's the first time someone has shown me the true impact accountants have on society, and I am so so grateful for that. This has been brilliant in bringing a whole new dimension to our accounting studies”
“My perceptions of accounting were changed as I saw just how many pictures alone related to accounting. In a way, I felt empowered by this”
"I don’t think such ‘value’ has been unlocked from an assessment by myself previously"
“It was the most interesting, controversial and useful subject I have ever done"
Accounting Academic Staff
An interview was carried out with the Unit Chair of the Accounting capstone unit at Macquarie University who implemented the trialling of portfolios. The interviewee spoke eloquently of the potential and benefits of portfolios to provide a ‘holistic picture of a student’s learning’. Reasons for implementation, included the need to give students an opportunity to process information and reflect, and to improve generic skills. Portfolios were seen as a fundamental way for students to ‘relate to Accounting’ in a way that was ‘personal’. As an innovative teaching and learning approach, the portfolio was found to develop self-reflection skills, autonomous learning and were a ‘really nice way to shift that focus back to the learner.’ Some of the main challenges experienced in the implementation of portfolios was resistance to change, and staff development and capacity. Sessional staff, in particular, required greater capacity building that was initially expected. Another notable challenge was the students themselves and the need to make explicit the “why” behind the portfolio pedagogical approach. The staff member stated, ‘It’s about telling them why we’re doing things, and showing them - this is the reason why we do what we do’. Overall, the portfolio as a pedagogical approach proved a success for both students and teaching staff. As the respondent commented, ‘It’s about a journey between myself and my students and we actually learn together. And that’s what portfolios have done.’
|
Key Reasons for implementing Portfolios
What worked well?
What did not work so well?
What surprised staff members
Level of leadership
Unit Chair driving the implementation/execution of the Portfolios.
Learning outcomes
- Self-reflection skills
- Autonomous learning
- ‘..portfolios are a really nice way to shift the learning focus back to the learner.’
- Teaching in accounting was superficial and did not give students an opportunity to process information or reflect.
- Portfolios provided a ‘holistic picture of a student’s learning'.
- Skills were low – so generic skills needed improvement and Portfolios were seen as a way to develop and evidence these.
- Portfolios allow students to ‘reflect back on the entire program’.
What worked well?
- Portfolios were a way to ‘relate to Accounting that is personal’
What did not work so well?
- Overestimated staff ability – staff development, particularly sessional staff, was time consuming.
- Lack of awareness. One of the major barriers has been students – ‘It’s about telling them why we’re doing things, and showing them - this is the reason why we do what we do’.
- Resistance from technical and business-oriented individuals in relation to reflection. These people questioned why, asking ‘How does this relate?’.
What surprised staff members
- ‘I’ve learnt so much more in-depth detail about my student base than what I ever did before’.
- ‘..it doesn’t matter so much what I teach, it’s how I teach it…and facilitate it.’
- ‘It’s about a journey between myself and my students and we actually learn together. And that’s what portfolios have done.’
Level of leadership
Unit Chair driving the implementation/execution of the Portfolios.
Learning outcomes
- Self-reflection skills
- Autonomous learning
- ‘..portfolios are a really nice way to shift the learning focus back to the learner.’
“I must admit I was shocked in terms of how strongly students valued the exercise and how highly they spoke about it. Students felt that the assessment components challenged them in their communicative skills, engaging them to think about accounting in different and exploratory ways. This has been one of the most engaging semesters that I have been a part of at Macquarie. I have thoroughly enjoyed teaching this semester and feel as a result I have learned a great deal about my own teaching and classroom facilitation. I too have been motivated to embark on my own reflective journey in respect of my teaching and for this I am very grateful”
“The task you have asked students to complete requires a great deal of critical thought and analysis to express their thoughts on accounting, much more than I initially gave credit for. Students are asking what is required of them to become a professional accountant and whether they currently possess such skill”
“There opinion mattered, it was OK to think differently to peers and the tutor”
“It brings accounting in a broader context and makes them actively think about their perceptions. I believe it breaks to some extent the artificial boundaries between the different areas and aspects of accounting which we create with the current course and credit system and the way we teach accounting (in boxes)”