A Comparative Study of Effective Implementation Strategies for an Accounting Experiential Learning Program (AELP)

Abstract

This study attempts to comprehensively address the formulated framework and the intricacies of the implementation of the Accounting Experiential Learning Program (AELP) in the specific context of the Diploma in Accountancy program. The AELP is based on an experimental design and uses three methods of implementation: on-campus classroom instruction, sessions in a practitioner’s office, and sessions in an on-campus office. The collaboration involves accounting students, faculty, practitioners, and university leadership. Real documents and Sage UBS accounting software are key components, with data collected through observation. AELP-M3, conducted in an on-campus office, proves to be the most suitable as it requires minimal supervision and provides a realistic environment. The results emphasise the active engagement of students in sorting documents, entering transactions and preparing financial statements. The research emphasises the importance of experiential learning to bridge the gap between theory and application in accounting education. Implications extend to increasing motivation, preparing graduates for the labour market and recommending the adoption of the AELP, with particular emphasis on the AELP-M3. This study introduces the novel AELP tailored to the Diploma of Accountancy program and contributes to the literature with a comprehensive review of experiential learning. Three different implementation methods are presented, of which AELP-M3 emerged as the most appropriate. The wide-ranging benefits of experiential learning for students, professionals, organisations and the university make AELP a valuable initiative in accounting education.