ACC5207 A Expectations (Revised)

8/8/2019 ACC5207 A Expectations (Revised)

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Learning is not a competition!Learning is not a competition!Its a lifeIts a life--long journey!long journey!

Francisco C. CuaFrancisco C. Cua ,,26 Aug 2010, at KIMEP, Almaty, Kazakhstan26 Aug 2010, at KIMEP, Almaty, Kazakhstan

Remark: If I have to prove this statementRemark: If I have to prove this statementto be true or if you are to prove it false, it isto be true or if you are to prove it false, it isa proposition. In quantitative research, ita proposition. In quantitative research, itis hypothesis. The argumentation eitheris hypothesis. The argumentation either

validates or falsifies the proposition. validates or falsifies the proposition.


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A genda for today A genda for todayPart 1Part 1 IntroductionIntroductionPart 2Part 2 SyllabusSyllabus (Resource book)(Resource book)

Part 3Part 3 Research (4x4 matrix)Research (4x4 matrix)Your feedback: FocusYour feedback: Focus- -groupgroupdiscussion (also see Ldiscussion (also see L- -drive fordrive for

reflection with bonus point)reflection with bonus point)

(This PPT is available in L drive.)(This PPT is available in L drive.)


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S ession 1 A gendaS ession 1 A gendaImportantImportant taskstasks for next weekfor next weekLearning asLearning as a life long journeya life long journeyLearning asLearning as a destinationa destination

Learning asLearning as writing a paragraphwriting a paragraphLearning asLearning as sharing personal experiencessharing personal experiencesLearning asLearning as a research (journey)a research (journey)Learning asLearning as reflecting the pastreflecting the past , seizing the, seizing the

present opportunities, and exploiting thepresent opportunities, and exploiting thefuturefutureLearning as Learning as critical thinkingcritical thinking

(This PPT is available in L drive.)(This PPT is available in L drive.)


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J ourney as a life long learner J ourney as a life long learner I am a life long learner. This is a I am a life long learner. This is astatement. If this Statement is tostatement. If this Statement is to

be validated, it is called abe validated, it is called a proposition or an hypothesis. proposition or an hypothesis.In argumentation, I need to proveIn argumentation, I need to prove(to show(to show evidenceevidence ) to you why I am) to you why I ama life long learner.a life long learner.


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Ev idence as a life long learner Ev idence as a life long learner Evidence is always singular. For Evidence is always singular. Forplural, use pieces of evidence. plural, use pieces of evidence.

Source #1Source #1 My resume orMy resume orcurriculum vitae (CV)curriculum vitae (CV)Source #2Source #2 Hard evidence (theHard evidence (thedocuments such as diplomas)documents such as diplomas)


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H ard e v idence as a lifeH ard e v idence as a life- -long learner long learner Postgraduate certificate in tertiary education, NovPostgraduate certificate in tertiary education, Nov2010 (expected completion), University of Otago2010 (expected completion), University of OtagoDoctor of Philosophy (PhD), conferred on 19Doctor of Philosophy (PhD), conferred on 19December 2009, University of Otago (a member of December 2009, University of Otago (a member of

EQUIS, AACSB, AAPBS, PACIBER, PIM)EQUIS, AACSB, AAPBS, PACIBER, PIM)Graduate Certificate in Management, 2009, OpenGraduate Certificate in Management, 2009, OpenPolytechnic of New ZealandPolytechnic of New ZealandMaster of Entrepreneurship, 2005, University of Master of Entrepreneurship, 2005, University of OtagoOtagoDiploma in IS&T for Business, 2002, OpenDiploma in IS&T for Business, 2002, OpenPolytechnic of New ZealandPolytechnic of New ZealandMaster of Science in Business Administration, 1976,Master of Science in Business Administration, 1976,Far Eastern UniversityFar Eastern UniversityBachelor of Science in Commerce, 1969, FarBachelor of Science in Commerce, 1969, FarEastern UniversityEastern University

Go to Agenda


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Learning as a destinationLearning as a destination

Go to Agenda

Vision of the future (destination)Vision of the future (destination)Type #1: Focusing on the destinationType #1: Focusing on the destination

itself itself Type #2: Focusing on the journeyType #2: Focusing on the journeyWhat type of students are you?What type of students are you?

Can you associate names (labels)Can you associate names (labels)to these learners?to these learners?


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Learning as a paragraphLearning as a paragraphDiscussion of a vision of your future.Discussion of a vision of your future. This will lead to a quiz for today.This will lead to a quiz for today.


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T estT est Your v isionYour v ision

Go to Agenda

Write a fourWrite a four- -sentence paragraphsentence paragraphabout your vision.about your vision.

Guide:Guide:1.1. I want to be a or my vision is I want to be a or my vision is 2.2. Describe your vision (elaborate or defineDescribe your vision (elaborate or define

your key term, which is vision to youryour key term, which is vision to your

reader).reader).3.3. Justify, elaborate, or give example(s).Justify, elaborate, or give example(s).4.4. Give an implication or a concludingGive an implication or a concluding

remark.remark.


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Learning as sharing experiencesLearning as sharing experiencesLearning is not a competition (myLearning is not a competition (my

personal belief; you may disagree) personal belief; you may disagree)Learning is sharing experiences.Learning is sharing experiences.

When we learn from people theirWhen we learn from people theirexperiences, we call this learningexperiences, we call this learning

researchresearch . . Learning involves coLearning involves co- -teachers and coteachers and co- -learners learners Learning as smallLearning as small- -group and wholegroup and whole- -group discussionsgroup discussions

Go to Agenda


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Learning as a researchLearning as a research1.1. Discuss your vision of your future.Discuss your vision of your future.2.2. How do you plan to achieve your vision?How do you plan to achieve your vision?3.3. In what ways does this degree help you toIn what ways does this degree help you to

achieve your vision?achieve your vision?4.4. Identify two conditions that will help you toIdentify two conditions that will help you to

achieve your vision. For each condition, identifyachieve your vision. For each condition, identifya prea pre- -requisite.requisite.

5.5. In what way does this paper help you toIn what way does this paper help you toachieve your vision?achieve your vision?

6.6. Describe the two conditions and their preDescribe the two conditions and their pre- -requisites.requisites.

Go to Agenda


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Learning as assessing the pastLearning as assessing the past

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Identify a learning situation in the past (for ACC1202, useIdentify a learning situation in the past (for ACC1202, useACC1201.)ACC1201.)Briefly describe what was going on in the class.Briefly describe what was going on in the class.What particular learning approach did you use? How didWhat particular learning approach did you use? How didyou engage in your learning?you engage in your learning?What were the critical conditions of this particular learningWhat were the critical conditions of this particular learningapproach?approach?Who were the persons involved? How did they define theirWho were the persons involved? How did they define theirsituations? How did the situation mean to them? How did itsituations? How did the situation mean to them? How did itmean to you and other people?mean to you and other people?How effective was the approach to learning?How effective was the approach to learning?

(For ACC1202 students)(For ACC1202 students) What topic(s) did you like best in ACC1201? Why?What topic(s) did you like best in ACC1201? Why? What topic(s) did you like least? Why?What topic(s) did you like least? Why? What topic(s) do you want to review or to know more? Why?What topic(s) do you want to review or to know more? Why?


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Learning as critical thinkingLearning as critical thinking

Go to Agenda

Think for a while our discussion today. IsThink for a while our discussion today. Isit worthwhile? Have you learnedit worthwhile? Have you learnedanything?anything?

In your opinion, does your thinkingIn your opinion, does your thinkingbelong to critical thinking? Why? Whybelong to critical thinking? Why? Whynot?not?In your opinion, have I asked youre theIn your opinion, have I asked youre the

right questions?right questions?In your opinion, how should your engageIn your opinion, how should your engageyour learning in this course?your learning in this course?


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P art 2: T he syllabusP art 2: T he syllabus

Go to Agenda

Course descriptionCourse descriptionIntended learning outcomes (examine the ILOsIntended learning outcomes (examine the ILOsand see if they fit the course description)and see if they fit the course description)Justification of establishing these ILOs: 2015 isJustification of establishing these ILOs: 2015 isthe convergence date of GAAP and IFRS inthe convergence date of GAAP and IFRS inUnited States.United States.Teaching and learning methods: CoTeaching and learning methods: Co- -teachingteachingand coand co- -learners; whole group and small grouplearners; whole group and small groupLearning journalLearning journal

Exam (30%) + Journey (15%) + EvidenceExam (30%) + Journey (15%) + Evidence(15%) + Learning portfolio or research (40%)(15%) + Learning portfolio or research (40%)Many bonus points (but are irrelevant if you fail)Many bonus points (but are irrelevant if you fail)Small groups identifiedSmall groups identified


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P art 2: T he syllabusP art 2: T he syllabus

Go to Agenda

Course descriptionCourse descriptionIntended learning outcomes (examine the ILOsIntended learning outcomes (examine the ILOsand see if they fit the course description)and see if they fit the course description)Justification of establishing these ILOs: 2015 isJustification of establishing these ILOs: 2015 isthe convergence date of GAAP and IFRS inthe convergence date of GAAP and IFRS inUnited States.United States.Teaching and learning methods: CoTeaching and learning methods: Co- -teachingteachingand coand co- -learners; whole group and small grouplearners; whole group and small groupLearning journalLearning journal

Exam (30%) + Journey (15%) + EvidenceExam (30%) + Journey (15%) + Evidence(15%) + Learning portfolio or research (40%)(15%) + Learning portfolio or research (40%)Many bonus points (but are irrelevant if you fail)Many bonus points (but are irrelevant if you fail)Small groups identifiedSmall groups identified


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P art 3: T he 4x4 matrixP art 3: T he 4x4 matrix

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Stage 1Stage 1 Stage 2Stage 2 Stage 3Stage 3 Stage 4Stage 4

TheoryTheory 1 1

PracticePractice 2 2

DesignDesign AA

ProtocolProtocol

A. What is the focus of the study?A. What is the focus of the study?

1.0 (Ask the research problem.)1.0 (Ask the research problem.)1.1 Why is solving the research problem1.1 Why is solving the research problem

important?important?1.2 What is the appropriate theory? Why is it1.2 What is the appropriate theory? Why is it

right to solve the research problem?right to solve the research problem?

2.0 (Ask the empirical question.)2.0 (Ask the empirical question.)2.n (Refine further the 2.0 empirical question.)2.n (Refine further the 2.0 empirical question.)

ACC5207 A Expectations (Revised)

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