Abstract
The research paper is concerned with a new teaching method consisting of real-life case study that is used in accountancy and its introduction at two universities. The research was carried out at universities that specialise in preparing students to become managers. The main focus of the study is to look at the different ways students might accept the new teaching method. We consider the utilisation of an active form of teaching, as opposed to a passive form which is a more prevalent form of the teaching of accountancy in the Czech Republic. Since the use of active forms of teaching brings a range of advantages, case studies are rarely used, we were interested to see the students’ reaction. The research was carried out during two consecutive academic years and main factors that were examined to assess the introduction of real-life case studies were country, gender and previous experience with accountancy education at secondary school. The results clearly pointed out that men accept the new way of teaching better than women. Students with previous experience perceived case studies negatively. The results of the study indicate that when introducing changes to teaching, the need to introduce the changes must be clarified appropriately.
Highlights
The twenty-first century can be called a century of continuous change
We want to build on the conference paper (Stejskalová et al, 2018) that compared the perception of usage of real-life case studies in accounting bachelor courses by Czech and Slovak students in the field of management and we aim to find out which antecedents and factors determine student acceptance of real-life cases in accounting courses
It is apparent that the Slovak respondents accepted real-life case studies better than the Czech respondents and, men better than women
Summary
A change may be a challenge and a form of an adrenalin game while for others it may be a source of fear and anxiety (McGrath and Bates, 2013). Changes are related to education and the teaching methods used. Teaching has been largely founded on using passive forms of teaching, for instance, lectures that are based on the ability to remember facts (Singer and Wiesner, 2013). The core of active teaching is to engage students in the process of teaching (Ciobanu, 2018). The emphasis is placed on the students and the way they use various purposeful teaching activities plus the fact that they are required to think about and analyse what they
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