By Cong Tao, a PhD candidate in Accounting at ESSEC since 2018. Cong will be joining Lancaster University in the UK as a Lecturer in Accounting this September.

Cong taught Financial Accounting and Reporting for ESSEC Grande Ecole students. 

How was your experience? Did you enjoy it?

I enjoy teaching as it constantly gives me the feeling of fulfillment and is a way of connecting research with future practitioners. 

How did you prepare?

Before taking on the role of the instructor, I served as a teaching assistant for the same course under the guidance of an experienced professor. In preparation for each session, I reviewed all materials, including slides and case studies, ensuring a comprehensive understanding of the content. Furthermore, I sought out contemporary materials, such as news articles, to augment the real-world relevance of each session.

What tools or teaching methods did you use? (Kahoot, Beekast, cases, …)

Although the course content is primarily determined by the course coordinator, I made adjustments to the organization of students and introduced additional content as needed. First, instead of assigning case studies as individual homework, I grouped students into teams of 4 or 5 and tasked each group with presenting their solutions to the case studies during class. I requested that each group submit their slides to me before the session, refraining from correcting any mistakes. Instead, I encouraged non-presenting students to pose questions during the presentation, fostering engagement for all students, not just the presenters.

Lastly, I expanded the course content by introducing material not covered in the syllabus but relevant to students’ future career plans. I conducted a brief background check on all students, allowing them to introduce their accounting-related education, industry experience, and future career plans. For example, I provided an introduction to commonly used financial databases for students aspiring to work as financial analysts or consultants. In summary, I tailor my teaching methods to align with the diverse backgrounds and needs of the students.

What did you learn about teaching that you wish you knew before entering the classroom?

Be tougher and stricter with rules while remaining friendly. Although students are adults, they often need clear rules and structure to enhance their dedication to the course. As a young female Ph.D. student without a “stern” appearance, I recognize the importance of establishing rules in specific aspects, such as attendance and participation, and rigorously enforcing them.

How does teaching complement your work as a Phd student researcher?

Teaching has prompted me to reflect more on the real-world relevance of my research. Moreover, presenting in front of students has undoubtedly contributed to enhancing my public speaking and communication skills—qualities crucial for young researchers.

Any advice to future students teaching for the first time?

1) It’s normal to feel nervous initially; focus on the first 5 minutes, and the rest will flow.

2) Be responsive and available to students even after classes. Promptly respond to students’ emails and encourage them to reach out at any time for course-related or other questions, such as applying for a Ph.D. program.

3) Real-World Relevance: I recognize the importance of linking classroom concepts to real-world examples and current business phenomena. This approach offers several advantages: Firstly, it encourages students, especially those without prior accounting backgrounds, to actively participate in the class and easier grasp fundamental concepts through real-world illustrations. Secondly, it ensures that the course remains pertinent not only for immediate examinations but also for their future careers in related industries.

4) Tailoring Courses to Student Needs: Understanding that my students may pursue diverse career paths, I customize my courses to align with their individual needs as much as I can. For instance, I initiated a survey of students’ backgrounds and career aspirations at the beginning of each course. This reveals that many of my previous students look for careers in consulting or as financial analysts, rather than in auditing or accounting. Thus, I provided supplementary information such as analyst reports and various sources of different types of corporate data and focused more on high-level analysis of accounting information rather than delving deeply into detailed accounting entries.