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• W291233815 abstract "BACKGROUND Business programs have been under scrutiny for at least a decade. Employers complain that are inadequately prepared for even entry-level positions. Accounting and IS programs have suffered similar criticism. Two common complaints are that students lack good communication skills and have difficulty integrating concepts across disciplines. Faculty in the disciplines must face the reality that there is room for improvement. Needs of graduates. Over the past decade programs have been under pressure to change. The American Accounting Association's Bedford Committee report, published in 1986, concluded that accounting education as it is currently approached requires major reorientation between now and the year 2000 (AAA Committee, 1986). Their views were reiterated in 1989 in the Big 8 white paper which found lacking in several areas, including needed communication, intellectual, and interpersonal skills (Big 8, 1989). A good summary of the situation was reported by Lau and Rans: today's highly competitive and dynamic business environment, employers expect their employees, including those at the entry level, to be well-rounded. In addition to being adequately trained in skills, employers also expect their employees to be good communicators, team workers, and critical thinkers. Traditional education has primarily focused on technical (1993) Needs of IS graduates. Information systems programs also have been criticized for not adequately preparing for the world of work. In addition to being faulted for not providing students with appropriate technical competencies, IS programs are often accused of not preparing with adequate business and communication skills. For example, Paul Gillan (1995), Executive Editor of Computerworld, identified well-rounded business graduates as being a primary need of chief information officers (CIO) in the hiring of new employees. More recently, a Computerworld article (Magletta, 1996) cited the following problems with current IS graduates: Many say new often lack the right mix of technical, business, industry and software skills in demand in today's decentralized, user-driven environment. Some complain that are not trained in hot technologies--such as telecommunications and relational databases--or even exposed to them. Even fewer are taught project management, communication, documentation and team skill (p. 79). Possible remedies. Two common remedies that have been offered for many of the problems faced by business, accounting, and IS programs are (1) curriculum and (2) new learning techniques. For example, Porter and McKibbin (1988) recommended almost a decade ago that management education needed a greater level of cross-functional integration (p. 323). More recently, Dudley et al. (1995), described the need for as follows: must be expected to retain information from introductory courses, integrate it with material from other courses, and apply it to advanced courses (p. 309). Application of learning techniques new to business programs can also solve many of the problems involving inadequate preparation of graduates. Cooperative learning structures foster group processing and social skills. They also enhance problem-solving abilities and master of complex concepts (Cottell and Millis, 1993). Peer teaching can enhance retention as well as communication and interpersonal skills. Students retain only 5% of what they hear in lecture, but 90% of what they teach others (Cohen and Boyd, 1996). There is no question that business schools are responding to the need for change and implementing some of these solutions. Some examples of universities making the transition are identified by Siegel and Kulesza (1996): University of Illinois: [The new program] . …" @default.
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• W291233815 title "Using an Accounting Information System to Facilitate Course Integration" @default.
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