This paper compares accounting education for traditional and nontraditional students. Thirty accounting faculty were interviewed and 54 accounting students were queried. For traditional students faculty preferred: methods intended to hold students' interests, group work, learning how to learn, active participation, and unstructured problem solving, whereas for nontraditional students faculty preferred the same methods, except exactly reversed. These were not the methods faculty used. Traditional students preferred: feedback solicitation, interesting classes, teaching to examination, and structured problems. Nontraditional student preferences were similar, except they preferred: active participation, and increasing self-expectation/esteem. Traditional students didn't like: competition, unstructured problems, and reflection; nontraditional students didn't like competition, and insufficient coverage.
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