Team-Based Learning in professional writing courses for accounting graduates: positive impacts on student engagement, accountability and satisfaction

Abstract

ABSTRACT The accounting curriculum has been criticised for failing to develop accounting students’ professional and generic skills for the future needs of employers. This paper describes a constructivist active learning approach, namely Team-Based Learning (TBL), to embed professional skills in a postgraduate professional writing course for accountants. The study explores TBL as an effective team pedagogy that enhances student engagement, accountability and satisfaction. Using a mixed-method approach to analyse student scores on individual and team Readiness Assurance Tests, responses to the TBL Student Assessment Instrument, mid-semester survey and end-of-semester team peer assessment, the study found the TBL method developed teamwork, communication, negotiation and problem-solving skills, and individual and team accountability. Since these skills are critical for successful accounting careers, the findings provide empirical grounding for adopting TBL methodology in accounting communication courses and could form the basis for implementing the methodology in other business and management disciplines.