Undergraduate accounting students: prepared for the workplace?

2015 ◽  
Vol 8 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Jane Towers-Clark
Keyword(s):  
Student Perceptions ◽  
Career Planning ◽  
Oral Communication ◽  
Accounting Students ◽  
Skills Development ◽  
Student Perspective ◽  
Content Type ◽  
Team Working ◽  
Stakeholder Perspective ◽  
Perceived Relevance

Purpose – This paper aims to explore and investigate student perceptions as to what generic skills they considered were important for accountants and to what extent these skills were developed by their programme of study. Design/methodology/approach – Data gathered from 357 UK undergraduate accounting degree graduates were used to develop insights into perceived relevance of current skills development and provided a basis for developments of the programme to better meet student skills development in preparation for them being accountants. Findings – Areas determined as requiring further development within the programme to better meet perceived required skills of accountants are those of team working, oral communication, interpersonal and career planning and interviewing skills. Research limitations/implications – Conclusions drawn are only from a student perspective and do not reflect wider stakeholder perspective. Practical implications – This study sought to understand what skills students perceive could benefit from development within the programme. Social implications – The motivation for this study was to respond to criticism that students on graduation were not achieving desired level of skills that would be important to their chosen field. Originality/value – Further skills including leadership, entrepreneurship and conflict management were skills perceived by students as important for their current employment.

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.

Undergraduate accounting students’ perception of a course in accounting research and theory

2020 ◽  
Vol 33 (1) ◽  
pp. 217-233 ◽  
Author(s):  
Ron Baker ◽  
Sara Wick
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Academic Career ◽  
Accounting Education ◽  
Accounting Students ◽  
Student Interest ◽  
Faculty Shortage ◽  
Content Type ◽  
Accounting Research ◽  
Accounting Practitioners

Purpose This study aims to measure the response of undergraduate accounting students to a stand-alone course in accounting theory and research. The aim of the study was to gauge students’ perceptions of the usefulness of this course and to determine if exposure to this material would increase student interest in accounting research and in pursuing a career in academia. Design/methodology/approach Three cohorts of students enrolled in the course completed an in-class survey. The study was conducted from 2015 to 2017. Findings The results of the survey show that student interest in accounting research and theory increased substantially as a result of the course. Students felt that learning about accounting research and the theories used in accounting research enhanced their overall understanding of accounting and would be useful to them as accounting practitioners. This study also reports that students interested in pursuing a PhD and/or an academic career also increased. Research limitations/implications Data were only collected at a single university and represent student perceptions only. Practical implications The results of this study and the description of the course design will inform academics seeking to answer the American Accounting Association Pathways Commission’s call to integrate accounting research and education. This study also suggests a pathway towards addressing the chronic academic accounting faculty shortage. Finally, the results will be of interest to those designing undergraduate accounting curriculum. Originality/value This study contributes to the literature on the “teaching-research nexus” in accounting by providing evidence, from the perspective of undergraduate accounting students, of the usefulness of integrating research into undergraduate accounting education. While many accounting researchers view accounting research and teaching accounting as separate activities, the response from students suggests that there is value in fostering a more complementary relationship between these two activities.

Graduate leadership students’ perspective on including spiritual topics

2015 ◽  
Vol 23 (1) ◽  
pp. 142-153 ◽  
Author(s):  
Stuart Allen ◽  
Peter Williams
Keyword(s):  
Student Perceptions ◽  
Rating Scale ◽  
Management Education ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Student Perspective ◽  
Diversity Awareness ◽  
Context Analysis ◽  
Leadership And Management ◽  
Content Type

Purpose – The purpose of this study is to explore working students’ perspectives on the inclusion of spiritual topics in graduate leadership and management programs at secular, nonreligious, and multifaith universities. The growth in interest in spiritual issues at work and in leadership and management education suggests that spiritual topics have a role to play in leadership and management education, but this has not been systematically researched from a student perspective. Design/methodology/approach – A total of 128 graduate students in leadership and management programs were surveyed using a 22-item rating scale-based questionnaire, with three additional open-ended items. Questions were developed from a survey of the literature. Findings – Descriptive analysis suggests support for the inclusion of spiritual components in courses but emphasizes students’ desire for an unbiased learning experience. Factor analysis not only revealed student perceptions being influenced by openness to and interest in the topic but also identified concern or fear when engaging others in the educational context. Analysis of qualitative results supported the quantitative findings but provided a richer understanding of students’ perceptions of benefits (e.g. diversity awareness) and concerns (e.g. student and instructor bias). Practical implications – This research suggests a role for spiritual topics in management and leadership programs, with appropriate caution, classroom facilitation skill and control of bias by instructors. Originality/value – This study provides a systematic exploration of students’ perspectives on the inclusion of spirituality in graduate leadership and management programs.

scholarly journals Chemistry Student Perceptions of Transferable & Workplace Skills Development

2016 ◽  
Author(s):  
Dylan P Williams ◽  
Sandeep Handa
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Time Management ◽  
Chemistry Education ◽  
Oral Communication ◽  
Skills Development ◽  
First Year Students ◽  
Workplace Skills ◽  
Transferable Skills ◽  
Perceived Importance

The perceptions of transferable and workplace skills development of year one and two chemistry undergraduate students at the University of Leicester were measured using two questionnaires. This group of students is taught be a variety of approaches including Problem and Context Based Learning (C/PBL). Over 60% of respondents agreed that all discipline specific and transferable skills included in the first questionnaire were important skills for chemistry graduates to have. The perceived importance of most skills does not vary between year groups but there are small increases in perceived importance for most transferable skills. In a separate questionnaire, first year students were asked to rate their skills development following a series of Context and Problem Based Learning (C/PBL) activities. "problem solving", "time management", "working in a team“ and "oral communication" were the most developed skills based on student responses. This element of the study also provided evidence to suggest that students believe the “real-world”, authentic nature of C/PBL problems may be an important factor in determining the extent of skills development.Keywords: Transferable skills, Workplace skills, Employability, Chemistry education

Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Teresa Michelle Pidduck ◽  
Nadia Bauer
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Peer Assessment ◽  
Accounting Education ◽  
Accounting Students ◽  
Self Assessment ◽  
Content Type ◽  
Before And After ◽  
Student Cohorts ◽  
Reflective Skills

PurposeSelf-assessment (SA) and peer-assessment (PA) are considered useful tools in the development of lifelong learning and reflective skills. The authors implemented a teaching intervention using SA and PA amongst a large cohort of final year undergraduate students. The purpose of this study was to investigate students' perceptions of online SA and PA in order to understand the differences between these perceptions and to allow instructors to adopt differentiated instruction in developing a diverse student group's professional skills.Design/methodology/approachThe research design adopted a mixed methods approach through the use of surveys that were administered before and after the SA and peer-assessment intervention in a taxation module taught at a large public South African university. Through the use of a series of open and closed questions students' perceptions on SA and peer-assessment were analysed both quantitatively and qualitatively.FindingsThe findings show that student perceptions of SA and peer-assessment differed significantly, where perceptions of SA were more positive than those towards PA. The findings indicate that SA and peer-assessment still present a challenge in an online context for large student cohorts, despite improved tracking, faster feedback and anonymity.Originality/valueThe study contributes to the literature by analysing students' perceptions about SA and peer-assessment in an accounting education context and in an online setting in South Africa.

Accounting students' perceptions of a Learning Management System

2012 ◽  
Vol 25 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Ilias G. Basioudis ◽  
Paul de Lange ◽  
Themin Suwardy ◽  
Paul Wells
Keyword(s):  
Student Perceptions ◽  
Management System ◽  
Learning Management System ◽  
Student Perception ◽  
Accounting Students ◽  
Future Research ◽  
Motivation To Learn ◽  
Content Type ◽  
Lecture Notes ◽  
Learning Management

PurposeThe purpose of this study is to investigate student perceptions of the design features included in an “off the shelf” Learning Management System (LMS) in teaching undergraduate accounting students.Design/methodology/approachQuestionnaire responses from 846 accounting students studying in the UK, Australia and New Zealand provide international data to develop a model to explain student perception of the LMS.FindingsThe final model shows student satisfaction with the use of a LMS is positively associated with three variables: usefulness of lecture notes, bulletin boards and discussion forums, and other LMS tools. Further, the comparison of cultural differences of the three countries shows all students treat the provision of notes as a desirable attribute on a LMS. Findings also suggest that although students find the provision of materials over the LMS does not enhance student engagement in class, overall a comparison of the three countries shows all students treat the provision of notes as a desirable attribute of a LMS.Research limitations/implicationsFuture research should collect ethnicity data to enable an analysis of cultural influence on student perceptions of the LMS.Practical implicationsAs increased motivation to learn is found to contribute to improved achievement of learning outcomes, the study's findings have implications for faculty contemplating the adoption of a LMS in their courses. The findings specifically confirm that usefulness of lecture notes, use of bulletin/discussion boards, and other LMS tools are positively endorsed by students and hence increase their motivation to learn.Originality/valueThe current paper adds to the literature as the motivation to use and engage with LMSs by accounting students is not well understood.

Doubting the connection: millennials’ perceptions of the link between higher education and workplace readiness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Leah M. Omilion-Hodges ◽  
Scott E. Shank ◽  
Christine M. Johnson
Keyword(s):  
Higher Education ◽  
Student Perspective ◽  
Anticipatory Socialization ◽  
Content Type ◽  
Workplace Interactions ◽  
Workplace Readiness ◽  
Vocational Anticipatory Socialization ◽  
Workplace Behaviors ◽  
Perceived Relevance ◽  
The Impact

Purpose While Millennials are the most educated generation to date, the unique contributions of higher education as a source of vocational anticipatory socialization (VAS) for organizational success remains unknown. Thus, this paper aims to establish a formative understanding from the student perspective of how faculty help ready the youngest of the Millennial generation for industry. This also allows for a comparison to their older counterparts. Design/methodology/approach Data were collected via an online mixed-methods survey with nearly 400 Millennials (n = 353). Findings Two prominent themes emerged including the professor as a socialization agent, where Millennials report learning from faculty as they are “managers of the classroom.” Additionally, the data indicate that many Millennials doubt the strength of the connection between higher education and career socialization, though a smaller cohort reported using the university environment, and more specifically, their interactions with faculty to practice and refine future workplace behaviors. In contrast to parents and peers, faculty nearly always ranked as the lowest source of VAS information. Research limitations/implications Some Millennials demonstrate a keen awareness of the importance of relational communication, boding especially well for their relationships with future managers and for their leadership skills as they transition into positions of management. Practical implications Faculty should consider how to address three concerns: a potential lack of perceived relevance, workplace inferences based on college experiences and leveraging interactions to strengthen student practice of professional communication. Managers would be well served to anticipate how to address newcomers’ expectations that stem from interpreting communicative experiences in the college classroom as analogous to workplace interactions. Originality/value The data indicate that traditional ideas about the impact of vocational anticipatory socialization sources and messaging need to be rethought, and instead, it appears some of the most fruitful socialization experiences faculty can provide is in giving students space and opportunity to practice and refine future workplace behaviors.

Accounting students’ perceptions of effective faculty attributes

2016 ◽  
Vol 9 (2) ◽  
pp. 123-142 ◽  
Author(s):  
Mishari M. Alfraih ◽  
Faisal S. Alanezi
Keyword(s):  
Teaching Effectiveness ◽  
Course Design ◽  
Accounting Students ◽  
Student Perspective ◽  
Kuwait University ◽  
Content Type ◽  
Accounting Faculty ◽  
Perceived Importance ◽  
College Of Business ◽  
Instructor Characteristics

Purpose This study aims to explore the attributes of an effective accounting faculty from the student perspective. It also examines similarities and differences in the perceived importance of these attributes between bachelor’s and associate’s accounting degree students in two public higher education institutions in Kuwait, namely, Kuwait University (KU) and the Public Authority for Applied Education and Training (PAAET). Design/methodology/approach A questionnaire was developed to identify ideal accounting faculty attributes. It was administered to a sample of accounting students at the two institutions in the 2014-2015 academic year. Descriptive statistics were collected and independent samples t-tests were run. Findings The most highly ranked attributes related to instructor characteristics and class delivery. Significant differences were found between KU and PAAET students in the perceived importance of attributes. KU students ranked class preparation and delivery attributes significantly higher than PAAET students. In contrast, PAAET students ranked attributes related to instructor characteristics and evaluation methods significantly higher than KU students. Practical implications These findings provide an insight into the attributes of an effective accounting faculty from the students’ perspective. A direct implication is that accounting faculty can incorporate the most important attributes into their course design and delivery. This may improve teaching effectiveness and ultimately student learning. Originality/value This research is timely because the College of Business Studies at PAAET has applied for accreditation with the Accreditation Council for Business Schools and Programs. As teaching effectiveness is a major consideration in the process, these findings may help it to enhance its performance and improve the chances of its accreditation application being successful. The study bridges a gap in the literature on teaching effectiveness because there appears very little, if any, research into the attributes of effective accounting teaching.

Students’ perceptions of an internationalised learning environment

2014 ◽  
Vol 32 (1) ◽  
pp. 89-106 ◽  
Author(s):  
Vanessa Quintal ◽  
Ian Phau
Keyword(s):  
Learning Environment ◽  
Student Perceptions ◽  
Student Support ◽  
Support Staff ◽  
Student Perspective ◽  
Teaching Staff ◽  
Content Type ◽  
Context Specific ◽  
Fierce Competition ◽  
The Way

Purpose – The purpose of this paper is to explore student perceptions of the internationalised learning environment across a particular university's home and offshore campuses. It addresses three research questions namely: what constitutes the internationalised learning environment for students? Can a university offer an internationalised learning environment that is equitable for students across its home and offshore campuses? And what differences exist in the internationalised learning environment for students in a university's home and offshore campuses? Design/methodology/approach – In total, 484 completed responses were collected from the university's six campuses in Australia, Singapore, Hong Kong and Malaysia. Findings – Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university. Practical implications – These insights could help a university's teaching staff and administrators to focus on specific attributes in marketing the internationalised learning environments of each of its campuses. This could give the university better opportunity for improving the learning process and its outcomes for students. Originality/value – This paper sets out to define the parameters of the internationalised learning environment and conducts an audit of this environment from the student perspective. Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university. In the market of fierce competition for international students, it is crucial that these positive attributes be part of the marketing messages in any promotion campaigns for universities.

How students’ ethnicity influences their respect for teachers

2014 ◽  
Vol 22 (2) ◽  
pp. 159-178
Author(s):  
Elaine Evans ◽  
Rachel F. Baskerville ◽  
Katharine Wynn-Williams ◽  
Shirley J. Gillett
Keyword(s):  
International Students ◽  
Student Perceptions ◽  
Ethnic Diversity ◽  
Work Experience ◽  
International Student ◽  
Accounting Students ◽  
Online Questionnaire ◽  
Content Type ◽  
And Behaviors ◽  
The Impact

Purpose – The purpose of this paper is to investigate whether ethnicity makes a difference to the level of respect given to teachers by tertiary accounting students. In particular, it examines whether ethnicity has an impact on students’ perceptions regarding their teachers’ attributes and behaviors, which in turn influences their respect for their teachers. Design/methodology/approach – First year accounting students, both domestic and international, were surveyed in New Zealand, Australia and the UK, using a purpose-designed online questionnaire. “Ethnicity” was categorized according to first language, resulting in three categories: Home, Chinese and Other International. Student responses to quantitative questions regarding attributes and behaviors were analyzed using MANOVA and ANOVA. Open-ended questions provided further insight into student perceptions. Findings – Regarding teachers’ attributes, statistically significant differences are seen between the ethnic groups in qualifications, classroom control and professional qualifications or work experience, but not in teachers’ behaviors. The open-ended questions provided student contributions regarding respect. These included “clarity” and “good English skills.” Originality/value – This research contributes to debates over the impact of ethnic diversity in the classroom. It also contributes to the debate over the definition of the concept of “ethnicity.” A comparison between three countries is unusual; all have significant numbers of international students. Value is added through the findings, which challenge often-held assumptions regarding stereotypical “Chinese learners.” The findings will also assist teachers who have large numbers of international students in their classrooms.

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