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Essay / Research Paper Abstract
This 7 page paper looks at the differences and the similarities that may exist when comparing the way accounting students and marketing students are taught. The paper also looks at some of the tools which may be used for effective teaching. The bibliography cites 4 sources.
Page Count:
7 pages (~225 words per page)
File: TS65_TEmarkaccstu.doc
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Unformatted sample text from the term paper:
universities the process of education aims to provide them with the knowledge and skills they need in order to pursue a career aligned with the subject that they are studying.
Allie (et al, 2009, p363) states that success in a dedicated discipline all result in the student being able to demonstrate "the relevant discourse to be able to participate in
a workplace community". Therefore, the educational establishment based learning needs provide them with the skills and knowledge necessary to enter the relevant workplace. However, it is also recognised that different
subjects or disciplines may require different ways of thinking. Anderson and Hounsell, 2007, p466), have demonstrated this by comparing and contrasting undergraduate students who are studying biosciences and history. These
are two very different subjects, with the study being useful in reflecting the way that students thinking may differ. Just as students studying biosciences and history may differ, students studying
other subjects are also likely to serve some degree of that urgency, even where they may come under a similar umbrella. For example, under the general classification of business studies
it is possible to find students pursuing accounting degrees as well as those seeking to obtain a marketing qualification. If there are differences between historians and biosciences, it would appear
highly likely that there will be differences between accounting and marketing students. While examining the differences between accounting and marketing students is also necessary to remember that there will be
some commonalities which reflect the learning processes in the way in which skills and knowledge are obtained and synthesised, rather than specifically relevant to disciplines (Anderson and Hounsell, 2007, p466).
Shulman, (2005, p. 3), states that learning can be seen as a cognitive apprenticeship. This cognitive apprenticeship being a process not only of gathering the knowledge, but also in the
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