Abstract
The purpose of this study is to investigate accounting and engineering undergraduate students’ perceptions of good teaching and consider whether indicators of good teaching are common irrespective of the area of study. A good teaching questionnaire was implemented to collect the data which were used to examine perceptions of accounting students about good teaching and compare them with those of engineering students. The findings suggest that both accounting and engineering undergraduate students agree that the design of the course, the lecturers’ comments on their work, and feedback from the lecturers on their progress are the most important indicators of good teaching. Overall, the students have similar perceptions regarding the importance of indicators of good teaching irrespective of their gender or year of study.
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