A traditional student-support approach to Accounting, which involved tutoring and case-study-based independent learning, was redesigned to create a Four-dimensional Accounting Student Support (FASS) programme. The redesign was necessitated by continued poor module success rates, low graduation rates and limited engagement in teaching environments by postgraduate Accounting students, in spite of various support strategies. The FASS programme creatively considered the four dimensions of student-support programmes, namely, Operations, Academic assistance, Content, and Feedback. The redesigned programme was implemented for “at-risk” postgraduate students near graduation, with a specific focus on enhancing their academic performance and refining their personal attributes and skills for success. This article explains the design of the FASS programme and the results from the first implementation cycle. Improvements in academic success were noted, as were promising signs of the development of personal attributes and skills such as self-confidence, emotional resilience and how to move beyond content learning to understanding. Significant, and almost unexpected, was the obvious change in participants’ attitudes after being given the opportunity to take ownership of their learning. This evaluation study provides insight into one initiative to redesign student-support in the complex field of Accounting, though further research and debate are needed to refine such initiatives.

中文翻译：

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四维会计学生支持（FASS）计划的性质和初步结果

重新设计了传统的学生支持会计方法，其中包括辅导和基于案例研究的独立学习，从而创建了四维会计学生支持（FASS）计划。尽管有各种支持策略，但由于会计成功研究生持续低下，毕业率低，会计学研究生对教学环境的参与有限，因此需要进行重新设计。FASS计划创造性地考虑了学生支持计划的四个方面，即运营，学术援助，内容和反馈。重新设计的计划是针对即将毕业的“高风险”研究生而实施的，其重点特别放在提高他们的学业成绩，完善个人特质和成功技能上。本文介绍了FASS程序的设计以及第一个实施周期的结果。人们注意到学术上的进步，以及个人特质和技能发展的可喜迹象，例如自信，情绪适应能力以及如何从内容学习转向理解。重要的，几乎是出乎意料的是，参与者有机会掌握自己的学习后，态度上的明显变化。这项评估研究为重新设计会计学复杂领域中的学生支持的一项计划提供了见识，尽管需要进一步的研究和辩论来完善此类计划。自信，情感适应力以及如何从内容学习过渡到理解等个人特质和技能发展的可喜迹象。重要的，几乎是出乎意料的是，参与者有机会掌握自己的学习后，态度上的明显变化。这项评估研究为重新设计会计学复杂领域中的学生支持的一项计划提供了见识，尽管需要进一步的研究和辩论来完善此类计划。自信，情感适应力以及如何从内容学习过渡到理解等个人特质和技能发展的可喜迹象。重要的，几乎是出乎意料的是，参与者有机会掌握自己的学习后，态度上的明显变化。这项评估研究为重新设计会计学复杂领域中的学生支持的一项计划提供了见识，尽管需要进一步的研究和辩论来完善此类计划。