Title: Identifying teaching best practices for accounting courses using appreciative inquiry

Authors: Kristine M. Brands; Debora Elam

Addresses: College of Business and Economics, Regis University, 7450 Campus Drive, Suite 100, Colorado Springs, CO 80920, USA ' College of Business and Economics, Regis University, 7450 Campus Drive, Suite 100, Colorado Springs, CO 80920, USA

Abstract: Eagle Mountain University (EMU) recently merged its two separate accounting programs into a new college. While the transition from two programs to one program involves many challenges, a priority is the alignment of teaching best practices for accounting courses. This study addresses that objective. An earlier study by the researchers examined quality enablers for online accounting programs by examining a small graduate accounting program at a private university in the Western USA. This study performed additional research on this topic by focusing on identifying teaching best practices for accounting courses for the university. The research model used for this project was based on Thatchenkery's appreciative sharing of knowledge (ASK) model because it encourages knowledge sharing to build on the positive experiences of the organisation. This study was conducted using a virtual approach instead of the traditional face-face meetings used by Thatchenkery's ASK model (2005). Based on the findings of the study, a best practices framework for teaching accounting courses was started for EMU.

Keywords: accounting courses; appreciative inquiry; ASK; appreciative sharing of knowledge; best practices; best teaching practices; knowledge management; organisational analysis; process-consulting; virtual collaboration.

DOI: 10.1504/IJKMS.2017.084412

International Journal of Knowledge Management Studies, 2017 Vol.8 No.1/2, pp.54 - 73

Received: 24 Feb 2016
Accepted: 08 Mar 2017
Published online: 06 Jun 2017 *

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