Students' perceptions of a scaffolded approach to learning financial planning : an empirical study

Michelle Cull, Glenda Davis

    Research output: Contribution to journalArticlepeer-review

    3 Citations (Scopus)

    Abstract

    In the aftermath of the global financial crisis (GFC), one understandable area of scrutiny and pressure for reform is the educational background and professionalism of personal financial advisers. This Australian study reports on a three-year investigation into students’ perceptions of ‘scaffolded’ instruction in financial planning. The scaffolded approach was used to assist learning in areas that previously had caused difficulty. The results indicate that students perceived the scaffolded tasks to be valuable learning experiences which increased their appreciation of the skills and knowledge required by financial advisers. Although students may bring different frames of reference to their learning, and the positiveness of perceived value of scaffolded instruction may vary between different demographic groupings, scaffolding techniques are shown to provide strong potential to assist university educators and their students in financial planning.
    Original languageEnglish
    Pages (from-to)125-146
    Number of pages22
    JournalAccounting Education: An International Journal
    Volume22
    Issue number2
    DOIs
    Publication statusPublished - 2013

    Keywords

    • education, higher
    • financial planning
    • scaffolding
    • study and teaching (higher

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