Assessing the success of a discipline-based communication skills development and enhancement program in a graduate accounting course

In this paper we present results of the impact diagnostic testing and associated context-specific workshops have on students written communication skills in a graduate-level accounting course. We find that students who undertook diagnostic testing performed better in their first semester accounting subject. This improvement is positively associated with student attendance at context-specific writing skills-based workshops. When we extend the analysis to examine the long-term benefits of participation in the academic development program, there is evidence that diagnostic testing has led to sustained improvement in students writing ability within their final semester accounting subject.