Experiential Learning in Accounting Education

Abstract

This research study examines the use of experiential learning in accounting education at Jesuit Universities in the United States. As they embark on a major redesign of their accounting curriculum to include more experiential learning, Jesuit schools seek to understand faculty perceptions, readiness, and needs. My research study surveyed full time faculty in 27 accounting programs in the US to learn the extent of their experience with experiential learning and their perceptions about its value and risks. My findings show that faculty are reasonably experienced with this approach and they find it to be valuable. While faculty recognize the risks of experiential learning they are not concerned about bad student outcomes. Faculty desire additional support in order to expand their use of experiential learning.