Employability skills of international accounting graduates

2015 ◽  
Vol 57 (7) ◽  
pp. 757-773 ◽  
Author(s):  
Beverley Jackling ◽  
Riccardo Natoli
Keyword(s):  
Work Experience ◽  
Independent Study ◽  
Employability Skills ◽  
International Accounting ◽  
Content Type ◽  
Professional Recognition ◽  
Employment Preparation ◽  
International Graduates ◽  
Accounting Graduates ◽  
Relevant Work

Purpose – The purpose of this paper is to report on the perceptions of internship providers with respect to the employability skills of international accounting graduates that undertake a Professional Year Program (PYP) incorporating a 12-week (240 hour) internship. Design/methodology/approach – The study involved a survey of internship providers that required open and closed responses addressing perceptions of the skill of interns and rating of satisfaction with the PYP program as an employment preparation program. Findings – The results indicate that from the internship providers’ perspective the most highly developed skill of interns is team skills. However, over 40 percent of respondents indicated that interns had failed to demonstrate the capacity to be “work ready” with respect to business acculturation, capacity to handle unfamiliar problems and communication skills. One-third of respondents had ongoing concerns with the PYP as a means of preparing Australian educated international graduates for work in the accounting profession. Practical implications – There was evidence of a need for a more cohesive theoretical underpinning of the internship program as a means of enhancing the transition from study to work. Originality/value – This study was the first independent study to examine perceptions of a PYP incorporating an internship program to enhance the employability of international accounting graduates who seek professional recognition in Australia. The study provides insights of internship providers of the employability skills of international graduates. The results are timely given the emergence of the demand for relevant work experience enabling international students to enhance their employability globally.

scholarly journals Enhancing graduates’ employability skills through authentic learning approaches

2019 ◽  
Vol 9 (1) ◽  
pp. 107-120 ◽  
Author(s):  
Adriana Ornellas ◽  
Kajsa Falkner ◽  
Eva Edman Stålbrandt
Keyword(s):  
Work Experience ◽  
Authentic Learning ◽  
Added Value ◽  
Employability Skills ◽  
Second Phase ◽  
Learning Approaches ◽  
Content Type ◽  
New Graduates ◽  
Design Activities ◽  
Learning Scenarios

Purpose The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

The use of the mental health treatment requirement (MHTR): clinical outcomes at one year of a collaboration

2018 ◽  
Vol 8 (3) ◽  
pp. 215-233 ◽  
Author(s):  
Clive G. Long ◽  
Olga Dolley ◽  
Clive Hollin
Keyword(s):  
Mental Health ◽  
Social Adjustment ◽  
Work Experience ◽  
Mental Health Treatment ◽  
Short Term ◽  
Health Treatment ◽  
Content Type ◽  
Cognitive Behavioural ◽  
The Uk ◽  
Relevant Work

Purpose In the UK, the mental health treatment requirement (MHTR) order for offenders on probation has been underused. A MHTR service was established to assess the effectiveness of a partnership between a probation service, a link worker charity and an independent mental healthcare provider. Short-term structured cognitive behavioural interventions were delivered by psychology graduates with relevant work experience and training. Training for the judiciary on the MHTR and the new service led to a significant increase in the use of MHTR orders. The paper aims to discuss these issues. Design/methodology/approach A total of 56 (of 76 MHTR offenders) completed treatment in the first 12 months. A single cohort pre-post follow-up design was used to evaluate change in the following domains: mental health and wellbeing; coping skills; social adjustment; and criminal justice outcomes. Mental health treatment interventions were delivered under supervision by two psychology graduates who had relevant work experience and who were trained in short term, structured, cognitive behavioural (CBT) interventions. Findings Clinically significant changes were obtained on measures of anxiety and depression, and on measures of social problem solving, emotional regulation and self-efficacy. Ratings of work and social adjustment and pre-post ratings of dynamic criminogenic risk factors also improved. This new initiative has addressed the moral argument for equality of access to mental health services for offenders given a community order. Originality/value While the current initiative represents one of a number of models designed to increase the collaboration between the criminal justice and the mental health systems, this is the first within the UK to deliver a therapeutic response at the point of sentencing for offenders with mental health problems. The significant increase in the provision of MHTR community orders in the first year of the project has been associated with a decrease in the number of psychiatric reports requested that are time consuming and do not lead to a rapid treatment.

Employers’ perception of employability skills among built-environment graduates

2019 ◽  
Vol 18 (4) ◽  
pp. 847-864
Author(s):  
John Aliu ◽  
Clinton Ohis Aigbavboa
Keyword(s):  
Built Environment ◽  
Construction Industry ◽  
Communication Skills ◽  
Work Experience ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Employability Skills ◽  
Content Type ◽  
Global Trends ◽  
Response Rate Data

Purpose Universities have become training centres or “academic hubs” where skilled labour for societal and global consumptions are continuously produced. More so, the quality of teaching (pedagogy) provided by universities is essential in enhancing the skills, expertise and competencies of students who are required to meet the needs of the construction industry after graduation. Hence, the purpose of this study is to assess employers’ level of satisfaction with the employability skills of built-environment graduates in Nigeria. Design/methodology/approach A quantitative approach was adopted for this study with close-ended questionnaires administered to respondents drawn from professionals in the Nigerian construction industry. Out of 150 questionnaires disseminated, 131 were completed and 126 were usable, signifying an 87% response rate. Data from this research were analysed using descriptive and exploratory factor analysis. Findings Employers are seemingly satisfied with the sound academic record of built-environment graduates. They also affirmed their contentment with graduates’ willingness to learn and the way they achieve tasks with positive results. However, they expressed their dissatisfaction with the graduates’ prior work experience, communication skills and technical competencies in handling industry tasks effectively. Research limitations/implications Data was collected from construction professions across two cities – Abuja and Lagos. Because of the limited budget allocated for this study, other regions were not considered. Because of time and financial implications, it was extremely impossible to visit all 36 states. It is, therefore, impossible to generalise the results of this research to the larger population. In generalising the results on a larger scale, the study would have to factor in a more diverse sample to ensure it is more representative. A more diverse sample may mitigate any possible bias that may arise from a self-administered questionnaire. Practical implications From the survey results obtained from the respondents, it was observed that general knowledge about local and global trends, management skills, teamwork skills, work experience, communication skills, critical thinking skills, numeracy skills and civic responsibility are among the major non-academic skills lacking among built-environment graduates. This places significant pressures on universities in Nigeria to revisit and revamp its curricula in developing these skills among students who require them to thrive in the construction industry. Originality/value Although the subject of employability has been adequately discussed across various fields (accountancy, psychology, management, business, marketing, etc.), there exist limited research studies in the built-environment context, a gap, which this study aims to fill. This study also provides several approaches through which employability skills can be developed.

The effect of supervised work experience on the acquisition of employability skills among Malaysian students

2018 ◽  
Vol 8 (4) ◽  
pp. 354-364 ◽  
Author(s):  
Sharifah Kamaliah ◽  
Samsilah Roslan ◽  
Ab Rahim Bakar ◽  
Zeinab Ghiami
Keyword(s):  
Achievement Motivation ◽  
Work Experience ◽  
Vocational Training ◽  
Descriptive Analysis ◽  
School To Work ◽  
Employability Skills ◽  
Vocational Education And Training ◽  
Content Type ◽  
Malaysian Students ◽  
Practical Implications

Purpose The vocational education and training (VET) system needs a future change in order to be more accountable to employers (and their associations) for training outcomes that match employer expectations. As part of this, an important focus is employability skills that go beyond work-related technical and interpersonal skills to include employer-preferred values, attitudes and personality dimensions. The purpose of this paper is to determine the effect of supervised work experiences (SWEs), among other factors, on undergraduate vocational trainees’ acquisition of employability skills. Design/methodology/approach A total of 138 respondents ranging in age from 17 to 24 years who successfully completed their two years program awarded with Malaysian Skill Certificate were included. They were divided into two sub-populations, trainees participating and trainees not participating in the SWE. Descriptive analysis, Correlation and ANCOVA were applied for data analysis. Findings The results showed that participating students achieved a moderately higher level of employability skills compared to students not participating in the SWE. The findings also revealed other factors contributing to the acquisition of employability skills, including gender, age, work experience, self-concept and achievement motivation. However, achievement motivation was found to be significantly related to the acquisition of employability skills. Therefore, participation of vocational trainees in the SWE influences the acquisition of employability skills which are identified as career success skills and could facilitate youth in transition from school to work. Research limitations/implications Although the research has reached the aims, there were a few limitations which may effect on generalization of the findings. Because of the limit access to students from all majors in vocational training, this study focused on six types of skills. In addition, the number of participants from different courses was not equal. Practical implications The research findings also imply several practical implications. First, based on the finding, it can be suggested that industries provide students’ vocational training under supervision of expert in their course area in order to enrich the level of trainees’ acquisition of employability skills. Second, referring to the finding, focusing on the key aspects of employability skills, industries can improve the trainees learning process and producing workers with abilities to allow them to interact with job duties in the organization of workplace. Originality/value This study can serve as a model for evaluation when implementing school to work programs.

scholarly journals Work placements at 14-15 years and employability skills

2018 ◽  
Vol 60 (1) ◽  
pp. 16-26 ◽  
Author(s):  
David Messer
Keyword(s):  
Young People ◽  
Work Experience ◽  
Design Methodology ◽  
Employability Skills ◽  
Content Type ◽  
High Expectations ◽  
Self Reports ◽  
Before And After ◽  
Research Findings ◽  
The Uk

Purpose In the UK, concern frequently has been voiced that young people lack appropriate employability skills. One way to address this is to provide work based placements. In general, previous research findings have indicated that young people find such placements useful because of help with career choice and relevant skills. However, most studies are retrospective and involve sixth form or degree students. The purpose of this paper is to extend previous research by collecting information before and after the placements. Design/methodology/approach This investigation involved questionnaires with nearly 300 14-15 year-old students who provided a pre- and post-placement self-reports about their employability skills and their work-experience hosts provided ratings of employability skills at the end of the placement. Findings There was a significant increase in student ratings of their employability skills from before to after the placement, and although the employers gave slightly lower ratings of some employability skills than the students, the two sets of ratings were reasonably close. In addition, the students had high expectations of the usefulness of the placements and these expectations were fulfilled as reported in the post-placement questionnaire. Originality/value These positive findings, extend the knowledge of the effects of work based placements, by focussing on the opinion of the young people themselves, using a pre- to post-placement design, by validating student self-reports with host employer ratings, and by focussing on a younger than usual age group.

scholarly journals Leadership-in-teams, ready, willing and able: perspectives of international accounting students

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Heinrich Oosthuizen ◽  
Paul De Lange ◽  
Trevor Wilmshurst ◽  
Nicola Beatson
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Work Experience ◽  
Student Leadership ◽  
Accounting Students ◽  
International Accounting ◽  
Leadership Roles ◽  
Business Simulation ◽  
Content Type ◽  
Academic Teams

Purpose The purpose of this study is to explore the reasons why international accounting students in higher education in Australia do not accept leadership roles in academic teams, considering the importance employers attach to leadership and teamwork graduate attributes. Design/methodology/approach Adopting the Keating et al. (2014) ready, willing and able (RWA) leadership framework, this qualitative study uses a narrative textual approach to analyse the data from responses to open-ended questions recorded in interviews with a sample of Master of Professional Accounting (MPA) students (N = 12) undertaking leadership-in-team roles in a management and cost Accounting unit (N = 110) within an Australian higher education accounting program. Findings The results of this study suggest that a lack of past work experience disadvantages accounting students in being ‘ready’ to adopt leadership roles in teams. Self-interested behaviour results in students not being ‘willing’ to adopt leadership roles. Students perceive business simulation and work-integrated learning activities to hold the potential to improve their ‘ability’ to lead. Practical implications The study offers a conceptual schema for student leadership development, suggesting that accounting curricula in higher education should include the assessment of scaffolded leadership development activities. Mentorship roles in academic teams should also be explored. Originality/value To the authors’ knowledge, this is the first application of the RWA framework to explore accounting students’ predisposition to accepting leadership roles in teams. Informed by the student narrative, the authors offer a future focused RWA schema as a practical guide for educators to embed leadership development in the accounting curriculum.

International graduates and the change of initial career mobility intentions

2019 ◽  
Vol 48 (4) ◽  
pp. 1061-1078 ◽  
Author(s):  
Farveh Farivar ◽  
Jane Coffey ◽  
Roslyn Cameron
Keyword(s):  
Host Country ◽  
Work Experience ◽  
International Student ◽  
Qualitative Comparative Analysis ◽  
Career Mobility ◽  
Work Conditions ◽  
Theoretical Assumption ◽  
Web Based ◽  
Content Type ◽  
International Graduates

PurposeThe purpose of this paper is to investigate which sociocultural and work conditions have the potential to change international graduates’ career mobility intentions and encourage international graduates to stay in the host country when the initial intention was to leave the host country after graduating.Design/methodology/approachData were collected via a web-based survey from international graduates and analyses suggest 129 (20 percent) of respondents changed their initial career mobility intentions. Data were analyzed using fuzzy-set qualitative comparative analysis.FindingsAlthough previous studies report some pull–push factors such as attractive payment rates and work experience as being important in attracting potential workforce participants, these factors have no influence on changing the career mobility intentions of international graduates. In contrast, the work environment (WE) seems to be a strong condition for changing career mobility decisions. Results also reveal that the influence of sociocultural conditions on initial career mobility intention is more complicated than work conditions and varies from case to case.Practical implicationsThe present study adopts the theoretical assumption that migration and mobility is a transition that forms over time and the findings suggest that international graduates’ global career mobility intentions depend on the WE. Therefore, government, higher education and industry development policy makers need to take this factor into account if they are interested in attracting and retaining global talent.Originality/valueThe majority of previous studies have focused on which push–pull factors encourage the recently graduated international student workforce to move or stay in a country while the current study argues which conditions have the potential to change initial career mobility intentions.

Employability of job applicants in skilful jobs: commonality in employer and employee perspectives

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Abdullah Murrar ◽  
Madan Batra ◽  
Veronica Paz ◽  
Bara Asfour ◽  
Marouane Balmakhtar
Keyword(s):  
Labour Market ◽  
Developing Country ◽  
Work Experience ◽  
Soft Skills ◽  
Job Applicants ◽  
Employability Skills ◽  
Primary Data ◽  
University Graduates ◽  
Grade Point ◽  
Content Type

Purpose The purpose of this research is to explore the employer and employee perspectives about the employability skills of skilful jobs. The research is conducted in a developing country (Palestine) which has a high percentage of university graduates, high unemployment rate and intense job competition. This paper defines skilful jobs as those that require employees who have attended a college or university and have completed a two-year diploma or a four-year degree.Design/methodology/approach This research integrates the components of discussion with local experts in the skilled labour market, primary data from employers (N = 415) and primary data from employees (N = 880). Binary logistic regression is used to measure the relationship between the dependent variable (likelihood of hire or not hire) and independent variables (job applicants' hard and soft skills).Findings The results from both employer and employee data revealed that the previous work experience, computer skills, professional certifications and high grade point average have significant impact on hiring and recruitment in the skilful jobs. In addition to these, the employers seek applicants who have communication skills. However, the employees consider personal relationship with employers to be a highly significant factor in accepting job offers.Practical implications To increase their likelihood of obtaining a skilful job, and then sustaining it, the job seekers should hone their soft skills and acquire professional certifications. The universities should adapt their curriculum to match these skills and move their focus from disciplinary knowledge to competencies. The public policy makers should design awareness and capacity building programmes that will facilitate the recent graduates' integration into the labour market. The empirical model in this study shows that previous work experience is the most important recruitment factor for employers – accordingly, creating internships and apprenticeship opportunities would be its clear policy implication.Originality/value The study contributes to the literature by providing a parsimonious employability model of skilful jobs, which fits as much as possible the perspectives of the employers and employees about the employability skills in a developing country.

scholarly journals Musculoskeletal disorders among rice farmers in Phimai District, Nakhon Ratchasima Province, Thailand

2019 ◽  
Vol 33 (6) ◽  
pp. 494-503
Author(s):  
Ekarat Sombatsawat ◽  
Titaporn Luangwilai ◽  
Parichat Ong-artborirak ◽  
Wattasit Siriwong
Keyword(s):  
Musculoskeletal Disorders ◽  
Work Experience ◽  
Rank Correlation ◽  
Agricultural Practices ◽  
Farm Size ◽  
Body Region ◽  
Cross Sectional ◽  
Content Type ◽  
Rice Farmers ◽  
Body Regions

Purpose The purpose of this paper is to explore the prevalence of musculoskeletal disorders (MSDs) and determine factors influencing MSDs among rice farmers. Design/methodology/approach A cross-sectional study was carried out among 156 rice farmers from 14 villages in Tarnlalord sub-district, Phimai district, Nakhon Ratchasima province, Thailand, from February 2017 to March 2017. Face-to-face interviews, including demographics, work characteristics and musculoskeletal pain, were conducted using a modified standardized Nordic questionnaire. Findings The results revealed that both 78 males and 78 females participated in the study to which the average of age and body mass index (BMI) was 45.5±11.4 years and 24.9±4.0 kg/m2, respectively. All rice farmers reported MSDs in at least one body region during the six months preceding the interview. The highest prevalence of MSDs showed 86.5 percent in the lower back area, followed by 85.9 percent in the neck, and 80.7 percent in the shoulders. The analysis of binary logistic regression and Spearman’s rank correlation showed that factors such as gender, age, BMI, work experience and farm size influence MSDs’ occurrence, and pain severity in one or more body regions (p < 0.05). Originality/value Musculoskeletal injuries are a significant health problem in rice farmers. The study indicated that appropriate agricultural practices such as working posture, equipment size selection and carrying loads should be recommended to prevent MSDs. Thus, the occupational health and safety services in agricultural workers are needed.

Perceived value of internship experience: a try before you leap

2018 ◽  
Vol 8 (4) ◽  
pp. 376-394 ◽  
Author(s):  
Sonali Bhattacharya ◽  
Netra Neelam
Keyword(s):  
Experiential Learning ◽  
Performance Feedback ◽  
Work Experience ◽  
Selection Process ◽  
Learning Orientation ◽  
Research Approach ◽  
Content Type ◽  
Internship Experience ◽  
And Performance ◽  
Task Variety

Purpose The purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback. Design/methodology/approach The authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor. Findings The authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern. Originality/value The authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.

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