Enhancing the AIS curriculum: Integration of a research-led, problem-based learning task

• The task adopts research-led teaching to invigorate the classroom.
• The learning task is contextualized as problem-based using a collaborative approach.
• Students engaged in constructing knowledge about current research issues for AIS.
• It fosters communication, reflection, analytical and critical thinking skills.
• Success is reported in terms of student perceptions and academic performance.

Issues relating to student learning outcomes, retention and engagement, together with pressure to reinvigorate and differentiate higher education programs through integrating research-based material into the curriculum, are repeatedly in the spotlight. This paper reports on successful results from a case study of a student-centered, research-led, problem-based learning task that was incorporated into the curriculum of an Accounting Information Systems subject. Through engaging students with the learning experience, the curriculum changes addressed identified needs for improved communication, reflective appraisal as well as analytical and critical thinking skills in higher education graduates. The paper concludes with details of student perceptions of the task and learning outcomes, a review of academic performance, and reflection on the methodologies employed.