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What not to write: an intervention in written communication skills for accounting students

Research output: Contribution to journalArticle

This study considers the evidence that many accounting students struggle to write accurately and appropriately, which has negative implications on their wider employability. Using an intervention approach, initiatives were taken to address this problem for first year accounting undergraduates at the University of Portsmouth. The results indicate that some improvements are possible and students’ self-awareness of the issue was raised, but that in order to sustain any improvements an increased focus on the teaching of writing skills would be required. This may have resource implications but the potential benefits to students in the wider realm could be significant. The initiative is targeted specifically at the enhancement of employability and, although based around extracts from the accounting literature, could readily be transferred to other subject areas.
Original languageEnglish
Pages (from-to)67-74
JournalInternational Journal of Management in Education
Volume8
Issue number2
Publication statusPublished - 2010

Documents

  • GRAHAM_what not to write

    Rights statement: NOTICE: this is the author’s version of a work that was accepted for publication in International Journal of Management Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in International Journal of Management Education.

    Accepted author manuscript (Post-print), 257 KB, PDF document

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