Progression to intermediate level courses; is a “pass” enough?

Nicola J. Beatson, David A.G. Berg, Jeffrey K. Smith and Christine Smith-Han

Pacific Accounting Review, 2019, vol. 31, issue 2, 275-287

Abstract: Purpose - The purpose of this paper is to test the impact of a rule that affects tertiary students progressing from an introductory level finance course to intermediate level. The rule restricted students from progressing until they achieved a higher grade than just a “pass” mark. Design/methodology/approach - Archival data were gathered from 11 semesters regarding student performance pre and post the rule being introduced. Findings - Results show that the rule was associated with an increase in the chances of success at intermediate level for those students enrolled after the rule was introduced. Practical implications - This paper’s main contribution regards the evidence that increasing prior learning at an introductory level has a positive follow-on effect for students learning at intermediate level. This has a practical implication for educators, as the rule has shown to increase the chance of success for knowledge development in the first year of studies. Originality/value - The setting for this paper is unique and could potentially be replicated elsewhere. In 1980, Schaffer and Calkins called for an evaluation of the pre-requisites necessary for finance education at the tertiary level, and this paper answer this call stating that pre-requisites can contribute to the academic success of finance students.

Keywords: Higher education; Progression; Finance education; Prior learning (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:eme:parpps:par-03-2018-0025

DOI: 10.1108/PAR-03-2018-0025

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