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Perceptions of accounting (2014)
Book Chapter
Lucas, U., & Mladenovic, R. (2014). Perceptions of accounting. In R. Wilson (Ed.), Routledge Companion to Accounting Education, 125-144. Routledge

Perceptions of accounting can have a powerful impact on how students learn and on the outcomes of their learning. This impact is often negative. Students may enter their studies with stereotypical views of accounting as being dull, boring and associa... Read More about Perceptions of accounting.

Developing a capacity to engage in critical reflection: Students' 'ways of knowing' within an undergraduate business and accounting programme (2013)
Journal Article
Lucas, U., & Tan, P. L. (2013). Developing a capacity to engage in critical reflection: Students' 'ways of knowing' within an undergraduate business and accounting programme. Studies in Higher Education, 38(1), 104-123. https://doi.org/10.1080/03075079.2011.569706

The development of a capacity to engage in critical reflection is central to higher education. However, students vary in this capacity and its development requires students to move from an absolute towards a contextual way of knowing. Using 32 semi-s... Read More about Developing a capacity to engage in critical reflection: Students' 'ways of knowing' within an undergraduate business and accounting programme.

Towards a 'scholarship of teaching and learning': The individual and the communal journey (2011)
Journal Article
Lucas, U. (2011). Towards a 'scholarship of teaching and learning': The individual and the communal journey. Accounting Education, 20(3), 239-243. https://doi.org/10.1080/09639284.2011.581047

This paper is a summary of a presentation made at the 2010 Annual Conference of the British Accounting Association's Special Interest Group on Accounting Education, held at Dublin City University. This presentation set out a case for a communal schol... Read More about Towards a 'scholarship of teaching and learning': The individual and the communal journey.

Exploring the ‘inner’ and ‘outer’ worlds: Steps along the scholarly journey (2011)
Book Chapter
Lucas, U. (2011). Exploring the ‘inner’ and ‘outer’ worlds: Steps along the scholarly journey. In I. Hay (Ed.), Inspiring Academics. Learning with the World's Great University Teachers (165-171). Maidenhead, Berkshire, UK: Open University Press, McGraw Hill

Key aspects of teaching and learning in accounting, business and management (2009)
Book Chapter
Lucas, U., & Milford, P. (2009). Key aspects of teaching and learning in accounting, business and management. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, 382-404. Routledge

Developing ‘developing a reflective capacity: Insights from work-based learning: A practitioner report (2009)
Report
Lucas, U., & Leng Tan, P. (2009). Developing ‘developing a reflective capacity: Insights from work-based learning: A practitioner report

The identification of variation in students' understandings of disciplinary concepts: The application of the SOLO taxonomy within introductory accounting (2009)
Journal Article
Lucas, U., & Mladenovic, R. (2009). The identification of variation in students' understandings of disciplinary concepts: The application of the SOLO taxonomy within introductory accounting. Higher Education, 58(2), 257-283. https://doi.org/10.1007/s10734-009-9218-9

Insights into students' understandings of disciplinary concepts are fundamental to effective curriculum development. This paper argues that a rounded picture of students' understandings is required to support such development. It is argued that one e... Read More about The identification of variation in students' understandings of disciplinary concepts: The application of the SOLO taxonomy within introductory accounting.

Developing a reflective capacity: Insights from work-based learning, briefing paper for practitioners (2009)
Report
Lucas, U., & Leng Tan, P. (2009). Developing a reflective capacity: Insights from work-based learning, briefing paper for practitioners

The aim of this research study is to investigate the development of a reflective capacity within undergraduate business and accounting education. In particular, it focuses on how work-based placement learning might support, encourage or inhibit the d... Read More about Developing a reflective capacity: Insights from work-based learning, briefing paper for practitioners.

Being "pulled up short": Creating moments of surprise and possibility in accounting education (2008)
Journal Article
Lucas, U. (2008). Being "pulled up short": Creating moments of surprise and possibility in accounting education. Critical Perspectives On Accounting, 19(3), 383-403. https://doi.org/10.1016/j.cpa.2006.09.004

This paper identifies characteristic features of a pedagogic approach that may be used effectively within a dialogical approach to accounting education. The development of the ideas in the paper arose as a form of praxis: moments of surprise within t... Read More about Being "pulled up short": Creating moments of surprise and possibility in accounting education.

Developing a reflective capacity within undergraduate education: The role of work-based placement learning (2007)
Report
Lucas, U., & Leng Tan, P. (2007). Developing a reflective capacity within undergraduate education: The role of work-based placement learning

The aim of the project was to investigate the development of reflective capacity during work-based placement learning and its relationship to student final-year academic performance. Its objectives were to enquire into: 1. the nature of the re... Read More about Developing a reflective capacity within undergraduate education: The role of work-based placement learning.

The potential of threshold concepts: An emerging framework for educational theory and practice (2007)
Journal Article
Lucas, U., & Mladenovic, R. (2007). The potential of threshold concepts: An emerging framework for educational theory and practice. London Review of Education, 5(3), 237-248. https://doi.org/10.1080/14748460701661294

This paper explores the notion of a “threshold concept” and discusses its possible implications for higher education research and practice. Using the case of introductory accounting as an illustration, it is argued that the idea of a threshold concep... Read More about The potential of threshold concepts: An emerging framework for educational theory and practice.

Reflections on accounting education research: How accounting education research on approaches to learning has contributed to educational practice (2006)
Book Chapter
Lucas, U., & Mladenovic, R. (2006). Reflections on accounting education research: How accounting education research on approaches to learning has contributed to educational practice. In L. Smith (Ed.), Reflections on Accounting Education Research, 45-56. American Accounting Association

This article identifies approaches to learning research as a significant influence within educational communities in the United Kingdom, Australia, and Scandinavia and, to a lesser extent, the United States of America. It provides an overview of the... Read More about Reflections on accounting education research: How accounting education research on approaches to learning has contributed to educational practice.

'Towards a mapping of the student world': The identification of variation in students' conceptions of, and motivations to learn, introductory accounting (2005)
Journal Article
Meyer, J. H., Lucas, U., & Meyer, J. H. F. (2005). 'Towards a mapping of the student world': The identification of variation in students' conceptions of, and motivations to learn, introductory accounting. British Accounting Review, 37(2), 177-204. https://doi.org/10.1016/j.bar.2004.10.002

This paper is concerned with a strand of educational research that seeks to support students in developing a better awareness and understanding of themselves as learners. Since it is difficult to 'know' our students individually there is value in kno... Read More about 'Towards a mapping of the student world': The identification of variation in students' conceptions of, and motivations to learn, introductory accounting.

Approaches to learning in accounting education (2004)
Journal Article
Lucas, U., & Mladenovic, R. (2004). Approaches to learning in accounting education. Accounting Education, 13(4), 399-407. https://doi.org/10.1080/0963928042000306783

Who writes this stuff? Students’ perceptions of their skills development (2004)
Journal Article
Lucas, U., Cox, P., Croudace, C., & Milford, P. (2004). Who writes this stuff? Students’ perceptions of their skills development. Teaching in Higher Education, 9(1), 55-68. https://doi.org/10.1080/1356251032000155830

Bennett et al. (2000) refer to the notion of ‘core skills’ as an ‘unfulfilled concept’. Thus it is Q1 possible that different interpretations and values at the level of actual degree programmes may be hidden within this term. This study enquires in... Read More about Who writes this stuff? Students’ perceptions of their skills development.

Contradictions and uncertainties: Lecturers' conceptions of teaching introductory accounting (2002)
Journal Article
Lucas, U. (2002). Contradictions and uncertainties: Lecturers' conceptions of teaching introductory accounting. British Accounting Review, 34(3), 183-203. https://doi.org/10.1006/bare.2002.0197

This paper draws upon educational research to examine lecturers' conceptions of teaching introductory accounting. A critical review of relevant research indicates that lecturers' conceptions of teaching may be specific to particular disciplinary and... Read More about Contradictions and uncertainties: Lecturers' conceptions of teaching introductory accounting.

Deep and surface approaches to learning within introductory accounting: A phenomenographic study (2001)
Journal Article
Lucas, U. (2001). Deep and surface approaches to learning within introductory accounting: A phenomenographic study. Accounting Education, 10(2), 161-184. https://doi.org/10.1080/09639280110073443

This paper reports the findings of a phenomenographic research study which sought to identify students' approaches to learning introductory accounting and their conceptions of accounting. The findings reveal that, in common with other disciplines, de... Read More about Deep and surface approaches to learning within introductory accounting: A phenomenographic study.

Achieving Empathy and Engagement: A practical approach to the design, conduct and reporting of phenomenographic research (2000)
Journal Article
Ashworth, P., & Lucas, U. (2000). Achieving Empathy and Engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Studies in Higher Education, 25(3), 295-308. https://doi.org/10.1080/713696153

Phenomenography is a methodology which has been quietly influential in research on higher education, having been the basis of many studies of approaches to learning and student understandings of a wide range of concepts in a variety of disciplines. T... Read More about Achieving Empathy and Engagement: A practical approach to the design, conduct and reporting of phenomenographic research.

Worlds apart: Students' experiences of learning introductory accounting (2000)
Journal Article
Lucas, U. (2000). Worlds apart: Students' experiences of learning introductory accounting. Critical Perspectives On Accounting, 11(4), 479-504. https://doi.org/10.1006/cpac.1999.0390

This paper argues that, whilst a substantial amount of educational research has been conducted within the introductory accounting curriculum, there is scope for alternative research founded on a particular view of learning, that of social constructiv... Read More about Worlds apart: Students' experiences of learning introductory accounting.

What is the ‘world’ of phenomenography? (1998)
Journal Article
Ashworth, P., & Lucas, U. (1998). What is the ‘world’ of phenomenography?. Scandinavian Journal of Educational Research, 42(4), 415-431. https://doi.org/10.1080/0031383980420407

Phenomenographic research (especially that which aims to uncover student conceptions of key disciplinary concepts) is subjected to critical review on two main fronts. (1) We consider the adequacy with which research procedures for revealing student c... Read More about What is the ‘world’ of phenomenography?.