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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/16

Title: Factors that Influence Accountants’ Selection of Delivery Modalities for Professional Development
Authors: Ross, Kathleen
Supervisor(s): Anderson, Terry (Centre for Distance Education, Athabasca University)
Blodgett-Griffin, Cynthia (Centre for Distance Education, Athabasca University)
Examining Committee: Jones, Tom (Centre for Distance Education, Athabasca University)
Jensen, Tilly (Faculty of Business, Athabasca University)
Degree: M.Ed.(DE)
Department: Centre for Distance Education
Keywords: Modality selection
Influential factors
Professional development
Issue Date: 1-May-2012
Abstract: The obligation to maintain and develop professional competence throughout an individual’s career is a fundamental requirement of a maintaining a professional accounting designation. Accountants can select their continuing professional development (CPD) from a number of modalities. The study was a cross sectional sample created by self selection from a researchers' email invitation to accountants in Canada to determine which modalities accountants preferred, and the selection factors they used in making those selections. A total of 428 accountants from across Canada completed the online survey. The results found that the accountants had taken courses in all modalities presented with live seminar and live webinar being the most popular modalities. Accountants preferred synchronous over asynchronous courses. The factors most important to accountants are content, cost and CPD hour requirements. Generally, the differences found in selection factors for distance versus face-to-face modalities related to the flexibility of the distance course to reduce time away from work. The ranking of selection factors for synchronous courses in general did not differ from those for asynchronous courses with the exception of self-paced courses where the pace and time away from work were ranked higher than for other courses. Further research is suggested to determine the value of both live and recorded seminars and webinars, as well as potential opportunities for mobile modality use for CPD courses. Additional research should be conducted to determine why differences were found in ranking in demographics in order to ensure that future CPD courses are offered in modalities that provide benefits for all respondents.
Graduation Date: Jun-2012
URI: http://hdl.handle.net/10791/16
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