Lecturing proficiency and effectiveness of New Zealand accounting and finance academics

Abstract

The manuscript comprises a literature review in progress, to examine research relevant to how accounting and finance academics can improve their proficiency and effectiveness as teachers. The notion of improving proficiency and effectiveness is conceptualised in terms of enhancing student-learning outcomes. Particular attention is paid to how accounting and finance educators use and conduct lectures as part of the courses and programmes in which they profess their knowledge and ply their skills. A conceptual model linking factors that influence lecturing proficiency and effectiveness with student learning experience satisfaction and learning effectiveness is presented. This model offers educators insights to support their reflective teaching practices and provides scholars with research propositions amenable to empirical investigation.