RT Journal Article
T1 How well adapted are accounting students for Bologna? : a comparative analysis of learning styles of Spanish social sciences students
A1 Arquero, José L.
A1 Tejero Rioja, Concepción
AB Background - University education in Spain is facing a major change in order toconverge with the rest of Europe. Among the challenges the new pedagogy is based upon threeprinciples: (I) increased autonomy and involvement of students in their own learning process, (II)active teaching methods and (III) role of the teaching staff as a manager of stimulating learningenvironments. This new pedagogy added to the development of certain soft skills, demands fromstudents certain personal characteristics.Aims - The present paper compares the learning styles of Spanish university accounting studentswith colleagues in other social sciences degrees as well as the influence of several personalfactors.Instrument and Sample - The instrument used is the Grasha-Reichmann Student Learning StyleScale, and the sample is composed by 619 students enrolled in different degrees at the Universityof Huelva.Results - Results indicate that accounting students present differences in learning styles incomparison with other social sciences students. Other differences were found associated withgender and age.
PB Asociación Española de Contabilidad y Administración de Empresas
SN 2173-478X
YR 2011
FD 2011
LK http://hdl.handle.net/10272/10808
UL http://hdl.handle.net/10272/10808
LA eng
NO Arquero, J.L., Tejero Rioja, C.: " How well adapted are accounting students for Bologna?  : a comparative analysis of learning styles of Spanish social sciences students". EDUCADE: Revista de Educación en Contabilidad, Finanzas y Administración de Empresas. Nº 2, págs. 145 – 156, (2011). ISSN 2173-478X
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026