Despite increasing calls from the accounting profession to strengthen graduates’ teamwork skills, secondary accounting education still predominantly emphasises technical proficiency. This study has two research objectives: (1) the development of sTEAMulate, a case-based teaching method designed to integrate teamwork skill development in secondary accounting education (management accounting topic: profit maximisation), and (2) the evaluation of secondary education students’ perceived teamwork skills and experiences when they are being taught through this method. The method was co-created through four co-creation sessions with teachers and researchers, and optimised through two pilot tests. Next, a pre- and post-test design (N = 189 students) was used to assess students’ perceived teamwork skills, and ten focus group interviews were conducted to explore students’ perceptions regarding their perceived teamwork skills. After the presentation of the method’s full design, the results show that students report statistically significant higher perceived teamwork skills after being taught via sTEAMulate, compared to before. This study contributes to the accounting education literature by offering a theoretically grounded and empirically evaluated example of how co-created, evidence-informed instructional design can integrate disciplinary learning and teamwork development in secondary education, and by providing insights into students’ experiences of teamwork skill development in accounting classrooms.
Vanhove et al. (Tue,) studied this question.