Accounting for non-specialists: the use of case studies for students’ participative learning

This study investigates if and how re-designing an accounting module for non-specialists undergraduate students introducing weekly case studies discussions enhances students’ learning and their satisfaction with the module. Results obtained with data collected in the middle and at the end of the module reveal that it does. The students perceived that case studies have significantly enhanced their learning as they generated cognitive benefits (ability to apply theory in practice and critical thinking). They also perceived they generated affective benefits (engagement and participation), but to a lower not significant extent. Other factors significantly enhancing students’ learning were the extent to which the students liked the organization of the module and their teaching satisfaction with the case sessions. This study extends prior limited evidence on students’ reactions to the use of cases in HE and helps lecturers with designing more effective accounting modules for non-specialists audiences