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TEACHING PROFESSIONAL PROGRAMMES VERSUS DEGREE PROGRAMMES. Presented by: Gregory Plant (Department of Financial Management – UP). PROFESSIONALISM. What does it mean to be professional?

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teaching professional programmes versus degree programmes

TEACHING PROFESSIONAL PROGRAMMES VERSUS DEGREE PROGRAMMES

Presented by: Gregory Plant

(Department of Financial Management – UP)

slide3

PROFESSIONALISM

  • What does it mean to be professional?
  • Dedication to a certain type of work that requires a high level of skill and commitment to serving the public interest.
  • ACCA
slide4

WHAT DOES IT ENTAIL BEING A

PROFESSIONAL ACCOUNTANT?

  • … making judgments based on the knowledge, skills and experience … acquired or developed while training, or while working as a professional.
  • Those judgments must also be based on certain ethical values…
  • ACCA
slide5

THE ROAD TO BECOMING

A PROFESSIONAL

  • Acquiring knowledge and skills
  • Assessing against a standard = examinations
    • ACCA examinations as standard setting examinations
    • Exemptions route
  • Appropriate work experience
  • Once qualified – keeping skills and knowledge updated (CPD)
slide6

THE ACCA SYLLABUS

  • Fundamentals
    • Knowledge (F1-F3)
    • Skills (F4-F9)
  • Professional
slide7

HOW DOES A PROFESSIONALPROGRAMME DIFFER?

  • Professional programmes
    • Focus on acquiring knowledge and skills
    • Experiential learning
    • Developing ability to judge
    • Students generally adopt a deep learning style
  • Degree programmes
    • Knowledge acquisition
    • Students can “get away” with a surface learning approach
slide8

WHAT DOES DEEP LEARNING

ENTAIL?

  • Learning style and learning approach
  • Learning with AND for understanding (Surface learning = rote learning)
    • Seeks to understand and critically interact with content of material
    • Relates ideas to previous knowledge and experience
    • Examines the logic of an argument
    • Able to integrate knowledge and see the bigger picture
  • Neither procedural learning nor temporary learning(aka “CRAMMING”)
slide9

WHAT DOES SURFACE LEARNING

ENTAIL?

  • Learning to memorise contents
  • Accepts ideas and information without question
  • Concentrates on memorising facts without distinguishing any underlying principles [or relationships] or patterns
  • Typically results from assessment requirements or criteria (ie the verbs used in the criteria)
slide10

WHAT DETERMINES THE APPROACH USED?

  • Students own persona/character
    • Ability to identify learning styles which have the desired outcome
    • What does the student want to “get” out of the learning
  • Situational influences – student’s view as to the relevance of a particular topic
  • Enthusiasm of the lecturer or trainer
  • Expected form which the assessment will take on – type of questions asked
  • Students can be flexible in choosing a learning style
slide11

STUDY ORIENTATIONS

  • Meaning
    • Deep approach, comprehension, inter-relating ideas, use of evidence and intrinsic motivation
  • Reproducing
    • Surface approach, operation learning, improvidence, fear of failure, syllabus bound and extrinsic motivation
  • Achieving
    • Intrinsic motivation and mix between surface and deep
  • Non-academic
    • Disorganised study methods, negative attitudes, globetrotting and low intrinsic motivation
slide12

APPROACH TO TEACHING –

CONSULTATIVE [2]

  • Curriculum – interdependent courses focusing on transferring knowledge across the entire course
  • Assignment orientation – real-world tasks and tasks containing various options and challenges – all about focusing on developing thinking skills and teamwork for the sharing of findings
  • Assessment – continual, very often less formal, collaborative and cumulative
  • Potential outcomes – critical thinking skills, creative thinking skills, independent life-long learners, motivated learners, meta-cognitively aware learners
slide13

TOOLS AT OUR DISPOSAL

  • Case studies
  • Simulations
  • Past exam papers
  • Experience in the workplace
slide14

CRITICISMS TO BE AWARE OF

PERSONAL PERCEPTIONS

  • Over burdened syllabus – especially where a great deal of technical knowledge is required
  • One size does not fit all – how one subject is studied might not work for the next