A reflective commentary about teaching international non-accounting postgraduates amid COVID-19

Abstract

Purpose This study aims to highlight the experience of teaching accounting to non-accounting international postgraduates both pre- and during COVID-19. Design/methodology/approach Reflections and anecdotal evidence from 550 students that experienced face-to-face and blended teaching mode in 2019 and 2020 were used. Findings The accounting course is contextualised to non-accounting disciplines. International postgraduates showed varying levels of adaptability towards the blended teaching approach. During the lockdown, students from India were more vocal and sought assistance more than those from China. Chinese students asked for assistance only when it was necessary. Excessive emails from students seeking reassurances and affirmations were common during the lockdown, and therefore, there is a greater need for pastoral care. Research limitations/implications This paper evaluates the impact of COVID-19 on international students enrolled in one accounting course in one university in 2019 and 2020. The comments based on personal observations and experience may result in some subjectivity and bias. Practical implications The findings will help academics, institutional leaders and support staff to evaluate and improve teaching quality and service to international students. Originality/value With the uncertainty caused by COVID-19 and the commercialisation of global education, this study adds to the discussion of teaching accounting to non-accountants during a crisis. It provides insights into the cultural influences and experiential differences relating to teaching international students.