Abstract:

Traditional accounting and business subjects are usually assessed via an assortment of quizzes, class tests and a formal exam. This method of assessment can be viewed as being inflexible and does not offer the student the opportunity to develop “problem solving skills”. The purpose of the research paper is to examine the problem solving skills developed by the students in undergraduate and postgraduate degrees. The research methodology in this paper analyses results and surveys from eight groups of students over four years. These students were enrolled in property undergraduate and postgraduate degrees. The undergraduate and postgraduate degrees each comprised of one property taxation subject which was taught over one semester.

Two groups of students (Groups A and B) were assessed using a mix method of quizzes, class tests and a formal exam, and no case study was given to the students as part of their formal exam; the other six groups (Groups C to H) were provided with a case study prior to the exam, which gave the students the opportunity to research the problem and consider solutions – this identical case study featured in their final exam paper.

The results indicate a higher level of problem solving skills for Groups C to H, with undergraduate students surpassing the postgraduate students.

Keywords:

Taxation, Built Environment, Case Studies, Problem Solving Skills.