Increasing learner-control and reflection: towards learning-to-learn in an undergraduate management accounting course

The accounting education literature is replete with recommendations that accounting programmes stop relying on knowledge-based approaches to learning and begin developing students who are capable of learning-to-learn. Absent from this literature, however, is a clear description of what learning-to-learn means and practical advice on how it can be implemented in the classroom. This paper seeks to redress these omissions. The first part of the paper sheds further light on learning-to-learn by linking the term with the education literature's well established and extensively researched concept of lifelong learning. The latter part of the paper illustrates how the learning-to-learn approach has been promoted in an undergraduate management accounting course. It is hoped that a description of how the course operates can serve as a guide for those accounting educators who are interested in creating a classroom environment that is conducive to the learning-to-learn approach.