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This study provides a comparison between the preferred learning modes (traditional, interactive, group casebased lectures) of international and domestic students undertaking a new undergraduate accounting topic at an Australian university. A Likert-scale survey questionnaire was used to determine the differences and similarities between the two groups. When the results are analysed using the Hofstede model of societal cultural dimensions, they indicate significant differences between the twodoi:10.1080/09639280701220236 fatcat:4hznothfazc7jdw6fngp66oa5y