Meeting threshold learning standards through self-management in group oral presentations: observations on accounting postgraduate students

Abstract

ABSTRACTThis study explores the development of student self-management skills through an oral presentation task. It is motivated by the challenge to maintain consistent quality in students’ oral skills and to incorporate national accounting curriculum requirements for threshold learning standards into an accounting subject. The study has been conducted in Australia using a sample of postgraduate accounting students, and the task required the students to prepare a group presentation using action learning. The data were collected using in-class observation and a survey. Students indicated that they were more confident and comfortable in preparing and presenting the oral presentations as compared with their previous experiences. This was especially due to students having a second opportunity to improve their presentations allowing a better understanding of the expected standard. The oral presentation task benefitted all students but was especially useful for those who had limited experience speaking in front of a larger audience.