Preliminary Validation of the Spanish Version of the Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT-II)

Despite widespread interest in ambiguity tolerance and other informationrelated individual differences, existing measures are conceptually dispersed and psychometrically weak. This paper presents the Spanish version of MSTAT-II, a short, stimulus-oriented, and psychometrically improved measure of an individual’s orientation toward ambiguous stimuli. Results obtained reveal adequate reliability, validity, and temporal stability. These results support the use of MSTAT-II as an adequate measure of ambiguity tolerance.A pesar del amplio interés en la tolerancia a la ambigüedad y a otras diferencias individuales relacionadas con la información, las medidas existentes son conceptualmente dispersas y presentan deficiencias psicométricas. El propósito de este trabajo es presentar la versión española del MSTAT II, un instrumento de medida de las orientaciones de un individuo respecto a estímulos ambiguos con mejoras psicométricas sustanciales, independiente del contexto y suficientemente corto para ser utilizado junto con otras medidas. Los resultados obtenidos en cuanto a consistencia interna, estabilidad temporal y validez son satisfactorios. Estos resultados apoyan el uso del MSTAT-II en su versión española como una medida adecuada de tolerancia a la ambigüedad.Junta de Andalucía proyecto SEJ 267

Accounting Education research. Gaining the deserved recognition

Research in accounting education has been considered, in terms of research, the poor sister among the different sub-disciplines of accounting (accounting being already the poor sister among the disciplines related to economics and business). The way to assess the quality of a paper, based in the metrics of the journal in which it has been published and, sometimes, in the number of citations in other academic journals is not the best way to measure the relevance of this kind of academic outputs. The impact on classroom dialogue, as Sangster et al. (2015) highlight, is probably the most relevant one. For certain papers the most relevant should be the impact on education policies or curricular design (e.g. those papers dealing with objectives, etc.). As Chow et al. (2007) and Reinstein et al., (2011) note, practitioner or pedagogy-focused articles may significantly influence policy, practice, approaches to teaching, or educational materials with no explicit published cited work

The change towards a teaching methodology based on competences: a case study in a Spanish university

The European Higher Education Area (EHEA) has promoted the implementation of a teaching methodology based on competences. Drawing on New Institutional Sociology, the present work aims to identify and improve knowledge concerning the factors which are hindering that change in the Spanish university system. This is investigated using a case study based on a Spanish university which is a pioneer in the implementation of a competence-based curriculum. The results show that factors identified and analysed are conditioning the change and causing a ceremonial adoption of the competence-based system by the teaching staff. The results of the study may be of use as a reference and orientation for educators and administrators as well as for the regulators of those countries integrated within the EHEA. The study may prove useful in the analysis of inertia factors present when designing and implementing the policies and measures necessary to achieve a comprehensive teaching methodology; one which incorporates learning and assessment of competences in a real manner

Vocation, motivation and approaches to learning: a comparative study

Purpose – The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components. Design/methodology/approach – Self-Determination Theory (SDT) and approaches to learning framework were used as theoretical background. Questionnaires were used to generate data. The sample was composed by 270 students enroled on differing degrees in term of motivation (accounting and nursing). Findings – The results reveal differences in the approaches to learning and motivation between nursing and accounting students. Nursing degree seem to attract more internally motivated students, presenting significantly higher scores in terms of deep approach and lower scores on surface approach. Significant relationships where found between motivation and approaches. Research limitations/implications – Data are obtained from students studying at a specific university in two degrees. Practical implications – The result suggest that different degrees could attract students with different motivations and approaches to learning. Educators must be aware of which type of students are being attracted to their classrooms, because the inconsistencies between the students’ motives and approaches, the way the contents are presented, the pedagogy and the assessment system could result in poorer learning and failure to transfer or sustain innovations. Originality/value – This paper adds to the very scarce literature linking motivation and approaches. The implications for curriculum design and delivery and specifically for assessment design are of interest for educators.Junta de Andalucía – FEDER (Proyectos de Excelencia: SEJ-02670

Communication apprehension and students’ educational choices: An exploratory analysis of Spanish secondary education students

Purpose - The literature evidences the effects of communication apprehension (CA), defined as the level of fear and anxiety associated with either real or anticipated communication, on educational efforts and suggests that (via the perceived desirability of certain professions) it could affect vocational choices. The main objective of this paper is to investigate the link between CA and the vocational choice of secondary education students. Design/methodology/approach - Data were obtained from two sources: a self-administered questionnaire to measure the students’ CA levels and their academic preferences, and the vocational counsellors’ advice for these students. Findings - The results confirm the existence of a link between CA and both students’ vocational choices and counsellors’ advice. In general terms, apprehensive students tend to choose vocational education, whereas students with lower levels of CA prefer university for further education. Focusing on the latter, more apprehensive students tend to choose science degrees, which are perceived as requiring lower levels of communication skills. Research limitations/implications – Apprehensive students could be avoiding a path, with all the implications for their professional future, because it is perceived as frightening due to the apparent communication level required. As the literature notes, the links between CA and communication self-efficacy enables the development of educational interventions, resulting in a reduction of CA. Limitations include the use of a convenience sample in only one country. Originality/value - The scarce early literature has paid attention to occupational and educational choices in higher and further education, but there is no research focusing on the link between CA and preuniversity academic decisions

Approaches to learning and perceived usefulness of Personal Learning Environments

In the past years the impact of social media in students in Higher Education has been remarkably significant (Pew Research Center, 2010). In order to exploit the potential benefits of these tools on education, we carried out different experiments using wikis and private social networks. Although the results were positive, we decided to move towards a more open approach using tools not directly linked to educational purposes. This paper reports on an experience in the use of Personal Learning Environments (PLE) to develop competences needed by students for lifelong learning. PLE is a concept that refers to the set of tools, devices, connections and networks that we used to learn. Nowadays building a digital PLE is key to achieve the goals set by the European Union. The main objective of the paper is to analyse the influence of the approaches to learning of students in the reported effects of the PLE as well as in relevant aspects of the learning process. 245 students enrolled in a course on International Accounting participated in the experience of developing their own digital PLE. Some of the activities proposed used social networks, Twitter, blogs and wikis. The data were gathered though a web based questionnaire in two steps: 1) to obtain a priori self confidence measures regarding communication in academic tasks and web related tasks, and 2) to obtain a measure of the approaches to learning of the students and self confidence measures. According to students’ opinion, the experience was deemed as positive. In order to check the relationships between the impact of the experience and the approach to learning of students, a cluster analysis was performed. Students were classified into two groups. The cluster #1 presents low scores on deep approach and higher scores on surface approach than students classified into cluster #2.Comparing the scores obtained in all the aspects of learning between the two groups, many differences arise. Students in the deep approach group indicated a significant higher impact in all measured aspects. Results suggest that certain type of students, more flexible and likely to manage information in their own, is able to use PLEs more effectively to learn than those who present a more pragmatic orientation focussed on passing the course.Paper developed in the framework of the Research Excellence Project P07-SEJ-02670, Junta de Andalucía. Previous version presented at the EFQUEL Innovation Forum EIF2012, Granada