A National Survey on the Perceived Importance of Syllabi Components: Differences and Agreements Between Students and Instructors in the principles of Accounting Course


Faculty often spend a great deal of time preparing their course syllabi. What goes into the syllabus is often dictated by requirements of their respective universities and by various accrediting agencies. In addition, the faculty may want to relay information that they think is most important to their students' success and wish to stress this information in the course syllabi. However, the information that the faculty feels most important may not be the same as what students feel most important. To make the syllabi more useful to students, faculty members need to know what information the students most want. This study identifies 28 items required or found on most course syllabi and asks both faculty and students to rate their importance on a 7 point Likert scale. A Welch ANOVA was used to test whether significant differences exist as to faculty and student perceptions.


School of Accountancy

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Academy of Educational Leadership Journal