A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

24
Key aspects of
teaching and
learning in
accounting,
business and
management
Ursula Lucas and Peter Milford
INTRODUCTION
This chapter aims to identify the distinctive features of education in accounting, business
and management and the way in which they may impact upon teaching, learning and
assessment strategies. Business education forms a significant sector within higher
education. In 2005/2006 200,000 undergraduate students (some 11 per cent of the total
student population) were enrolled on business, management and accounting degree
programmes (HESA, 2006). To this total should be added those students who study
business subjects as part of their own specialist degree studies. The diversity of students,
disciplines and stakeholders within business education produces tensions that are not
easily resolved and creates a complex and challenging environment for lecturers. This
chapter will explore the implications of this environment for the development of learning,
teaching and assessment strategies within business education. The emphasis of the
chapter will be on undergraduate education in the UK, although much of the discussion
may also be relevant more widely, including to postgraduate education.
DISTINCTIVE ASPECTS OF BUSINESS EDUCATION
In the United Kingdom, the Quality Assurance Agency Subject Benchmark Statements
(QAA, 2007a) identify the purpose of general and business management programmes as
threefold:
❘
382
❘