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Publications (2 of 2) Show all publications
Agevall, L., Broberg, P. & Umans, T. (2015). The new generation of auditors meeting praxis. In: : . Paper presented at The 75rd Annual Meeting of the Academy of Management. August 7-11, 2015 Vancouver, Canada.
Open this publication in new window or tab >>The new generation of auditors meeting praxis
2015 (English)Conference paper, Published paper (Other academic)
Abstract [en]

This paper describes an exploratory study of whether and in what way ‘double-edged learning’ can develop from understanding the relationship between structure and judgment and thus capture students’ experience of the audit profession. The study is based on a focus group/individual interviews conducted with students performing their work-integrated learning assignments where they interact with auditors. Identifying two themes defined as Perceiving the profession and auditing and Entering into and forming in the audit profession derived from the data, it appears that when positioned within a work-integrated learning context, students develop awareness of the use of standards and checklists on one hand as well as the importance of discretional judgment on the other. Based on these results, we theorise as to how double-edged learning manifests itself in students’ experiences and understanding of the relationship between structure and judgment.

National Category
Business Administration Pedagogy Learning
Identifiers
urn:nbn:se:liu:diva-126735 (URN)
Conference
The 75rd Annual Meeting of the Academy of Management. August 7-11, 2015 Vancouver, Canada
Available from: 2016-04-03 Created: 2016-04-03 Last updated: 2016-04-15
Broberg, P., Agevall, L. & Umans, T. (2015). The new generation of auditors meeting praxis. In: : . Paper presented at The 38th Annual Meeting of European Accounting Association, 28–30 April 2015 Glasgow, United Kingdom.
Open this publication in new window or tab >>The new generation of auditors meeting praxis
2015 (English)Conference paper, Published paper (Other academic)
Abstract [en]

This paper describes an exploratory study of whether and in what way ‘double-edged learning’ can develop from understanding the relationship between structure and judgment and thus capture students’ experience of the audit profession. The study is based on a focus group/individual interviews conducted with students performing their work-integrated learning assignments where they interact with auditors. Identifying two themes defined as Perceiving the profession and auditing and Entering into and forming in the audit profession derived from the data, it appears that when positioned within a work-integrated learning context, students develop awareness of the use of standards and checklists on one hand as well as the importance of discretional judgment on the other. Based on these results, we theorise as to how double-edged learning manifests itself in students’ experiences and understanding of the relationship between structure and judgment.

National Category
Business Administration Pedagogy Learning
Identifiers
urn:nbn:se:liu:diva-126703 (URN)
Conference
The 38th Annual Meeting of European Accounting Association, 28–30 April 2015 Glasgow, United Kingdom
Available from: 2016-04-02 Created: 2016-04-02 Last updated: 2016-04-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8938-2150

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