Operating a distance learning module within an undergraduate work placement: some reflections

Abstract

The inclusion of a 12‐month work placement within an undergraduate degree programme in accounting resulted in the development of a distance‐learning auditing module to facilitate maximum accreditation from professional bodies. The pitfalls of such an approach have been well documented. The course team have produced a model that has been implemented and is currently operating, which has achieved a balance that has largely satisfied all respective stakeholders, namely students, lecturers, employers, professional bodies, and external examiners. This has been done through the use of certain strategic control mechanisms. The initiative has been reviewed through a series of unstructured focus groups. The main findings were that initial detailed contact with all stakeholders is fundamental to success in developing and implementing innovations, especially in the accounting curriculum. Equity is a key feature and must be addressed to ensure that all students have the opportunity to maximise their performance.