ABSTRACT

This paper examines a multi-faceted workplace simulation project as a curriculum design strategy to address the expanding core competencies that constrained accounting programmes must incorporate. The problem-based learning simulation incorporates technical content with communication and cross-cultural skills competencies. Using Q methodology, this study reveals how students perceived their engagement in the simulation project. The results indicate strong agreement amongst students regarding the effectiveness of the simulation project procedures and the usefulness of its outcomes. However, a clear disparity was evident in terms of students’ perspectives on the level of acquiring the cross-cultural and team competencies that the simulation project sought to instil. Suggestions for future implementations are explored.

摘要

本文研究了一个多方面的工作场所模拟项目，作为一种课程设计策略，以解决受限制的会计课程必须包含的不断扩展的核心能力。基于问题的学习模拟将技术内容与沟通和跨文化技能能力相结合。使用 Q 方法，本研究揭示了学生如何看待他们在模拟项目中的参与度。结果表明，学生们对模拟项目程序的有效性及其结果的有用性达成了强烈的共识。然而，在学生对获得模拟项目试图灌输的跨文化和团队能力水平的看法方面存在明显的差异。对未来实施的建议进行了探讨。