Experiential learning in accounting work-integrated learning: a three-way partnership

2015 ◽  
Vol 57 (2) ◽  
pp. 204-218 ◽  
Author(s):  
Evangeline Elijido-Ten ◽  
Louise Kloot
Keyword(s):  
Experiential Learning ◽  
Online Survey ◽  
Study Data ◽  
Accounting Students ◽  
Integrated Learning ◽  
Content Type ◽  
Performance Reviews ◽  
Medium Enterprise ◽  
And Performance ◽  
Work Integrated Learning

Purpose – Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context. Design/methodology/approach – Case-study data for this research were collected from the case university’s processes, semi-structured in-depth interviews with employer representatives and online survey with WIL students. Findings – The analysis reveals that both SMEs and large firms provide good training opportunities that enhance the student’s experiential learning particularly when proper WIL structures for pre-placement processes, training, supervision and performance reviews are in place. The results also confirm that WIL is seen as a positive experience by employers and students alike. Originality/value – There is a three-way partnership between the university, employers and students in a WIL contract. Calls for collaborative research involving all three parties have been made to enhance WIL programs. This study is a response to this call.

Psychological attributes and work-integrated learning: an international study

2016 ◽  
Vol 6 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Maureen T B Drysdale ◽  
Margaret L McBeath ◽  
Kristina Johansson ◽  
Sheri Dressler ◽  
Elena Zaitseva
Keyword(s):  
Online Survey ◽  
International Study ◽  
Thinking Skills ◽  
Small Sample ◽  
Critical Thinking Skills ◽  
Self Concept ◽  
Integrated Learning ◽  
Content Type ◽  
Psychological Attributes ◽  
Work Integrated Learning

Purpose – The purpose of this paper is to explore – on an international level – the relationship between work-integrated learning (WIL) and several psychological attributes (i.e. hope, procrastination, self-concept, self-efficacy, motivation, and study skills) believed to be important for a successful transition to the labor market. Design/methodology/approach – A between-subjects design was used with participants in one of two groups: WIL and non-WIL. The design provided data on the effects of the independent variable (WIL) on a number of dependent variables (attributes) across four countries. Data were collected via an online survey and analyzed using a series of ANOVAs and MANOVAs. Findings – WIL and non-WIL students in the four countries shared several attributes – however – significant differences also emerged. WIL compared to non-WIL students compared reported stronger math and problem solving self-concepts, yet weaker effort regulation and perceived critical thinking skills. WIL students were more extrinsically motivated than their non-WIL peers in three of the four countries. Female students in WIL reported being the most anxious compared to other students. Research limitations/implications – Self-reports to measure psychological attributes and the small sample sizes at some of the institutions are limitations. Originality/value – The positive relationship between participation in WIL and several aspects of positive self-concept are provided. In addition, data are provided indicating that overall there are more similarities than differences between WIL and non-WIL students on a number of psychological outcomes. Data also suggests that females who participate in WIL may be at risk for anxiety problems.

Bridging the employability skills gap: going beyond classroom walls

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lin Mei Tan ◽  
Fawzi Laswad ◽  
Frances Chua
Keyword(s):  
Service Learning ◽  
Extracurricular Activities ◽  
Online Survey ◽  
Accounting Education ◽  
Employability Skills ◽  
Accounting Students ◽  
Ample Evidence ◽  
Content Type ◽  
Transferable Skills ◽  
Work Integrated Learning

Purpose Employability skills are critical for success in the workplace, even more so in this era of globalisation of economies and advancement in technologies. However, there is ample evidence of the gap between the skills acquired by graduates at universities and the skills expected by employers in the workplace. Applying the modes of grasping and transforming the experience embodied in Kolb’s experiential learning theory (ELT) (1976, 1984), the purpose of this paper is to examine the development of employability skills of accountancy students through their involvement in two extracurricular activities: community accounting and an accountancy club. Design/methodology/approach Underpinned by Kolb’s (1976, 1984) four modes of ELT and work-integrated learning to develop professional competencies required for future work, an online survey of accounting students was conducted to assess their reflections on involvement in these two aforementioned extracurricular activities over a two-year period. Findings The findings indicate that the students had developed useful cognitive and behavioural skills from their participation in these extracurricular activities. These findings are consistent with the literature on internships and service-learning, both of which have been associated with transferable skills development. Originality/value Prior studies focused on in-classroom learning activities or internships to help students develop various essential skills required in the workplace. However, extracurricular activities have received little attention in the accounting education literature. This study provides insights into skills accounting students can gain from extracurricular participation in community accounting and an accountancy club.

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.

Improving Experiential Learning in Sport Management Through Work-Integrated Learning

2021 ◽  
pp. 1-10
Author(s):  
Susan B. Foster ◽  
David A. Pierce
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Cooperative Education ◽  
The United States ◽  
Research Review ◽  
Integrated Learning ◽  
Work Experiences ◽  
Curricular Innovation ◽  
Integral Role ◽  
Work Integrated Learning

Experiential learning has played an integral role in curricular innovation since the inception of North American sport management education. However, internationally, work-integrated learning, and specifically cooperative education, have proven to be robust methods for preparing students for the workforce with little to no mention of these terms as applied to sport management curricula in the United States. This educational research review positions involving both of these structured pedagogies that combine classroom instruction with highly contextualized, authentic work experiences of at least two semesters to improve experiential learning and calls for more research to be done to demonstrate its efficacy. Recommendations are made to spur faculty to consider ways these pedagogies can be applied to their sport management curricula. In addition, this review addresses keys to successfully implement them on campus.

Academic's perceptions of work-integrated learning in non-vocational disciplines

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gabrielle A. Lloyd ◽  
Bonnie Amelia Dean ◽  
Michelle J. Eady ◽  
Conor West ◽  
Venkata Yanamandram ◽  
...  
Keyword(s):  
Professional Learning ◽  
Personal Growth ◽  
Tertiary Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Theoretical Approaches ◽  
Starting Point ◽  
Work Integrated Learning

PurposeWork-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.Design/methodology/approachThe study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.FindingsData suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.Originality/valueAlthough WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

scholarly journals Types of professionalization

2018 ◽  
Vol 8 (3) ◽  
pp. 298-316 ◽  
Author(s):  
Grazia Lang ◽  
Torsten Schlesinger ◽  
Markus Lamprecht ◽  
Kaisa Ruoranen ◽  
Christoffer Klenk ◽  
...  
Keyword(s):  
Cluster Analysis ◽  
Organizational Development ◽  
Online Survey ◽  
Hierarchical Cluster ◽  
Organizational Characteristics ◽  
Future Research ◽  
Content Type ◽  
Organizational Patterns ◽  
And Performance ◽  
And Cluster Analysis

Purpose The purpose of this paper is to identify types of professionalization in Swiss national sport federations (NSFs) and analyze organizational characteristics associated with specific types of professionalization. Such types reveal common patterns among the increasingly complex organizational designs of NSFs and thus contribute to the understanding of professionalization in NSFs. Design/methodology/approach An online survey of all Swiss NSFs was conducted to identify types of professionalization in these organizations using hierarchical cluster analysis, based on a multi-dimensional framework of professionalization. Findings The analysis revealed four types of professionalization: formalized NSFs managed by paid staff, NSFs managed by volunteers and a few paid staff off the field, NSFs with differing formalization and paid staff on the field, and moderately formalized NSFs managed by volunteers. The types differ in terms of the NSFs’ organizational characteristics, in particular, size, financial resources, Olympic status, and performance. Originality/value Applying factor and cluster analysis is a new approach to analyzing professionalization in NSFs that makes uncovering distinctive organizational patterns among a large number of NSFs possible. These results lay the foundation for understanding the professionalization of NSFs, counseling NSFs on their organizational development, and conducting future research on the design types of sport organizations.

An empirical investigation of buyer–supplier relationship typologies and their behavioral and performance outcomes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jin Li ◽  
Linlin Chai ◽  
Chanchai Tangpong ◽  
Michelle Hong ◽  
Rodney D. Traub
Keyword(s):  
Performance Measures ◽  
Online Survey ◽  
Performance Outcomes ◽  
Superior Performance ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Content Type ◽  
Behavioral Dynamics ◽  
And Performance ◽  
Supplier Relationship

Purpose This study aims to examine empirically the existence of four classical and four emerging buyer–supplier relationship (BSR) types and how they differ in terms of behavioral dynamics and performance measures. Design/methodology/approach This study uses an online survey to collect data from 371 purchasing managers in the USA. Findings A cluster analysis statistically supports the existence of five of these eight BSR types, including strategic/bilateral partnership, market/discrete, supplier-led collaboration, captive supplier/buyer dominant and captive buyer/supplier dominant BSRs. Further, ANOVA tests show that these five BSRs differ in terms of behavioral outcomes and performance measures. Research limitations/implications This study is based on a cross-sectional survey so it cannot examine how these BSR types may evolve over time, and it is not suitable to examine some rare types of BSRs. In addition, this study does not consider contextual factors that may moderate the influence of BSR types on the behavioral dynamics and performance measures. Practical implications Managers should consider the potential to be able to develop and enhance a strategic/bilateral relationship with their supply chain partners, which in at least some circumstances can lead to superior performance results. Similar observations can be made with respect to supplier-led and, to a lesser degree, buyer-led collaboration. Originality/value Most existing research of the BSR types is largely a product of theoretical classifications, and there is also a lack of research of their performance implications. This study fills these gaps in the literature.

Work-Integrated Learning Praxis

2016 ◽  
pp. 278-289
Author(s):  
Bruce Calway
Keyword(s):  
Experiential Learning ◽  
School To Work ◽  
Research Paradigm ◽  
Integrated Learning ◽  
Research Projects ◽  
Learning Research ◽  
Work Integrated Learning ◽  
Holistic Research ◽  
Future Work ◽  
Selection Of

Education practices, like Work-Integrated Learning, result from a confluence of educational issues, and contextual and philosophical influences. This chapter commences with an overview of the Work-Integrated Learning philosophy, the contextual modifiers and the education issues that provide the framework for Work-Integrated Learning education practices. Issues in investigating or researching Work-Integrated Learning and research paradigm possibilities are explored. It is contended that adoption of a holistic research paradigm for future Work-Integrated Learning research projects is needed to avoid simplistic assessments of Work-Integrated Learning that fail to advance experiential learning (e.g. Dewey, 1938) in school-to-work and workforce scenarios, in any meaningful way. Selection of the neo-positivist research paradigm is argued.

Accountants' IT responsibilities and competencies from a student perspective

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Raphael Junger da Silva ◽  
Roberto Tommasetti ◽  
Monica Zaidan Gomes ◽  
Marcelo Alvaro da Silva Macedo
Keyword(s):  
Rio De Janeiro ◽  
Research Question ◽  
Metropolitan Region ◽  
Accounting Students ◽  
Student Perspective ◽  
Content Type ◽  
Strategic Role ◽  
Work Integrated Learning ◽  
Strongly Agree ◽  
Interdisciplinary Courses

PurposeResearch question is about the perception of stricto sensu undergraduate and graduate accounting students, from the Metropolitan Region of Rio de Janeiro (Brazil) of the accountants' responsibilities and competencies required to them in assisting IT/IS strategy definition and implementation.Design/methodology/approachThis is a descriptive research, using a qualitative paper-and-pencil approach. Designed based on United Nations Accounting Model Curriculum, a questionnaire was self-applied to 361 accounting students of eight higher education institutions (HEIs) in Rio de Janeiro, whose responses are quantitatively analysed.FindingsAccounting students strongly agree on the need to acquire strategic skills that enable them to assist organizations in IT/IS issues but are quite divided about the related accountants' responsibilities, underestimating their future role in this respect.Research limitations/implicationsAlthough quantitatively adequate, the sample is non-probabilistic and, thus, results cannot be generalized. The authors expect that this paper can encourage HEIs to engage the path of multidisciplinary education and rethink their silo-based pedagogical models which have to prepare students for their forthcoming professional challenges, by introducing interdisciplinary courses, soft skills disciplines and work-integrated learning activities.Practical implicationsFindings can be useful for teachers and coordinators of the IT/IS area in accounting courses, stimulating brainstorming on the accountant's role in assisting organizations in IT/IS strategies and practices implementation. The study has relevant implications for educators through the identification and analysis of difficulties faced by students.Originality/valueThis study contributes to the research base of accountants' strategic role since the responsibility awareness identified gap can be elaborated for stimulating the discussion about the centrality of the accountant in IT processes within organizations.

Identification of critical brand community variables and constructs using importance-performance analysis and neural networks

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matti Haverila ◽  
Kai Christian Haverila ◽  
Caitlin McLaughlin
Keyword(s):  
Neural Networks ◽  
Statistical Analysis ◽  
Online Survey ◽  
Customer Engagement ◽  
Analysis Tool ◽  
Brand Community ◽  
Content Type ◽  
Target Construct ◽  
Statistical Analysis Tool ◽  
And Performance

Purpose This paper aims to use a unique statistical analysis tool to examine the importance and performance of critical brand community constructs and indicators to make concrete recommendations for brand community managers going forward. Design/methodology/approach An online survey was used to gather 501 responses from North American members of the Qualtrics panel. The data was analyzed with partial least squares (PLS) modeling software SmartPLS and neural networks available in statistical software JMP by SAS. Findings Using the brand community motives by Madupy and Cooley (2010), the results of this paper indicated that there was significant room for improvement in customer engagement. Based on further analysis, entertainment and identification with the brand community were the most important constructs in driving community engagement so that the identification construct received a “do better” ruling meaning that the improvement of the indentification construct score would enhance significantly the score of the target construct engagement score. Originality/value For brand community managers, it is important to know the true importance of the critical brand community constructs and indicators, along with an assessment of current performance. This helps to increase satisfaction and relationship quality among brand community members. The current study uses unique statistical analysis tools to make such concrete recommendations.

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