Abstract

Issues relating to student learning outcomes, retention and engagement, coupled with pressure to reform and differentiate higher education through inculcating research-based material into the curricula, are repeatedly in the spotlight. In this paper results from a descriptive case study, wherein a student-focused, research-led, problem-based learning task was incorporated into the curriculum of an Accounting Information Systems (AIS) subject, is reported. This change to the curricula addressed an identified need for improved communication, analytical and critical thinking skills in tertiary graduates. Measures of student perceptions and academic performance suggest that the task was a success. The paper concludes with discussion of the contributions made to the task at hand by infiltrating three strategies, namely research-led teaching, problem-based learning and scaffolding.

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