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The Accounting Educators' Journal


Most undergraduate business students are required to complete one or two introductory accounting courses, but many fail to see the value that such coursework offers their career (Chen, Jones, and McIntyre 2004). However, engaging students in exercises that explicitly demonstrate the link between course content and planned areas of study enhances the student experience in introductory accounting courses (Turner, Lesseig, and Fulmer 2006). This article presents a group project for introductory accounting courses that links course content to planned areas of study across business disciplines. We discuss all elements of the semester-long project and offer several tools to help with implementation (e.g., project instructions, timeline, grading rubric, peer evaluation forms). Further, we provide insight into the advantages and disadvantages of different project administration approaches. Our pre and post surveys reveal the project helps students across nearly all business majors see that accounting information is used in their planned careers at significantly higher levels than once believed. We also find that the project helps students either increase enthusiasm for their major/planned career or pushes them to consider other majors/career paths. Such insight is invaluable for students early in their business education.

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Accounting Commons