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.

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.

Ethics and accounting education: does teaching stand-alone religious courses affect accounting students’ ethical decisions?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ibrahim El-Sayed Ebaid
Keyword(s):  
Saudi Arabia ◽  
Business Ethics ◽  
Ethical Decision Making ◽  
Ethical Dilemmas ◽  
T Test ◽  
Accounting Education ◽  
Accounting Students ◽  
Content Type ◽  
Credit Hours ◽  
Ethical Decisions

Purpose Undergraduate accounting program at Umm Al-Qura University in Saudi Arabia is a unique case. The program includes 147 credit hours of which 28 credit hours are religious courses. This study aims to examine the effect of teaching these religious courses on students’ ethical perceptions and decisions. Design/methodology/approach A survey was conducted for a sample of accounting students at Umm Al-Qura University. The sample was divided into two groups; the first group includes students who did not study religious courses, while the second group includes students who study religious courses. The questionnaire contained three groups of questions that aimed to explore students’ perceptions of ethics in general, students’ perceptions of business ethics and explored their ethical attitudes regarding some accounting decisions that involve ethical dilemmas. Independent two-sample t-test and multiple regression analysis were used to determine whether the responses of the two groups were significantly different. Findings The findings of the study revealed that teaching religious courses led to an improvement in students’ perception of business ethics and an improvement in students’ ethical decision-making. However, the results of the independent sample t-test showed that this improvement was not significant. The results of the study also revealed that male students tend to make less ethical decisions than female students. Research limitations/implications The findings offer an indication for those responsible for managing the accounting program at Umm Al-Qura University to start developing the program so that some of the general religious courses are replaced with specialized courses in accounting ethics that focus directly on ethical dilemmas faced by the accountant when practicing the accounting profession. Originality/value This study contributes to the current literature related to examining the effect of teaching ethics courses on the ethical perception of accounting students by focusing on accounting students in Saudi Arabia as a context that has not been examined before.

SMEs project: a method to encourage interpersonal skills among pre-service accountant

2019 ◽  
Vol 12 (5) ◽  
pp. 883-895
Author(s):  
Gaffar Hafiz Sagala ◽  
Tri Effiyanti
Keyword(s):  
Group Dynamics ◽  
Interpersonal Skills ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Accounting Education ◽  
Accounting Students ◽  
Control Group ◽  
Social Loafing ◽  
Evaluation Instrument ◽  
Content Type

Purpose Accounting Education Change Commission reveals that accounting professionals are required to have interpersonal skills. For this reason, higher education requires the dynamics of learning that can foster critical thinking skills, analysis, communication, negotiation, cooperation and argumentation. Therefore, studies in the field of accounting education have led to a project approach to provide students with complex learning experiences to develop various supporting skills in addition to learning outcomes. Interestingly, the methods have its own dilemma with social loafing in groups. Therefore, a lecturer must be able to match it with an appropriate evaluation instrument. The purpose of this paper is to examine the effect of implementing peer evaluations and project-based learning (SMEs project) on improving the interpersonal skills of accounting students. Design/methodology/approach The population of this research is Accounting students at Medan State University, while the sample is students who are undergoing Cost Accounting courses taken with purposive sampling. The within-sample of field experiment method was conducted in the current study. Furthermore, data analysis was performed using one-way ANOVA analysis assisted by SPSS 19. Findings The results of this study showed that students had an increase in interpersonal skills in their board, and peer-evaluation design resulted in learning satisfaction and fairness in students. Originality/value The results of this study produce practical recommendations for lecturers to innovate their learning activities with actual project design and control group dynamics with accommodative evaluation designs. This study provides new insights in building a comprehensive instructional design, so it can strengthen the concept of instructional and evaluation designs which are integral parts that should match between one another.

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.

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.

scholarly journals An Empirical Evaluation of Accounting Graduates’ Employability Skills from Jordanian Employers’ Perspective

2015 ◽  
Vol 9 (1) ◽  
pp. 55 ◽  
Author(s):  
Ghada Awad Altrawneh
Keyword(s):  
Empirical Evaluation ◽  
Technical Skills ◽  
Point Of View ◽  
Accounting Education ◽  
Employability Skills ◽  
Accounting Students ◽  
Job Market ◽  
Generic Skills ◽  
Private And Public ◽  
Accounting Graduates

<p>In the specific case of accounting, compatibility is being sought between what accounting education provides, what accounting graduates possess and what the job market requires. Thus, from the employers’ point of view, this study will attempt to investigate the skills that accounting students have and the skills required by the labour market, and which will enhance the employability of graduates. The perception of employers of how important those skills are to the job market will be explored, as well as whether the importance of the required skills varies depending on type of sector, organisation and job position, all in the context of Jordan. In general, this study is intended to bridge the gap to the benefit of academia, professionals and students.</p><p>The objective of the study has been approached by developing a questionnaire that was distributed to all major Jordanian companies and organizations in both the private and public sectors. The study concludes that accounting graduates lack, in particular, the necessary (generic) skills, and that there is a significant gap between the skills employers need and consider important, and the skills accounting graduates actually possess and can demonstrate in practice. The results show that employers tend to be more satisfied with the level of technical skills that students have acquired, than generic skills.</p>

To be or not to be: an investigation of accounting students’ career intentions

2015 ◽  
Vol 57 (3) ◽  
pp. 360-376 ◽  
Author(s):  
Zauwiyah Ahmad ◽  
Hishamuddin Ismail ◽  
R. N. Anantharaman
Keyword(s):  
Accounting Education ◽  
Accounting Students ◽  
Accounting Profession ◽  
Career Intentions ◽  
Extrinsic Rewards ◽  
Content Type ◽  
Internship Experience ◽  
Student Cohorts ◽  
New Finding ◽  
Changes Over Time

Purpose – The purpose of this paper is to study accounting students’ intentions to pursue their careers as accountants and modelling this within the context of Malaysian accounting education. Design/methodology/approach – Data were gathered via a questionnaire survey involving undergraduate accounting students. Factor analysis, independent sample t-tests, and multiple regressions were employed. Findings – In total, four findings were derived from this study. First, within the undergraduate accounting programmes, non-commitment towards the accounting profession can still exist. Second, intrinsic interest is a significant predictor of career intentions. Third, the influence of anticipated conflict provides a new finding in relation to accounting students’ career intentions. The last finding is concerned with the influence of internship experience on students’ career intentions. Research limitations/implications – It was assumed that differences detected between the accounting student cohorts reflect changes over time in students’ intentions. Practical implications – Suggestions that have been previously put forward in efforts to market the accounting profession were mainly focused on promoting the extrinsic rewards. However, findings from this study suggested that sole focus on extrinsic rewards is not enough to warrant commitment towards the profession. Instead, marketing efforts should also focus on intrinsic values of the profession. Originality/value – The study has provided evidence that anticipated conflict should be given more attention by accounting researchers. Although students’ career intentions seemed to become clearer and more uniform as they progressed with their studies, two issues remain to be addressed by education institutions and accounting professional bodies, namely anticipated conflict and the conduct of internship programme.

scholarly journals Employer demands from business graduates

2016 ◽  
Vol 58 (1) ◽  
pp. 112-132 ◽  
Author(s):  
Stephen McMurray ◽  
Matthew Dutton ◽  
Ronald McQuaid ◽  
Alec Richard
Keyword(s):  
Work Experience ◽  
Online Survey ◽  
Management Skills ◽  
Content Type ◽  
Business Courses ◽  
Face To Face ◽  
Transferable Skills ◽  
Personal Attitude ◽  
Business Graduates ◽  
Information Sets

Purpose – The purpose of this paper is to report on research carried out with employers to determine demand for business and management skills in the Scottish workforce. Design/methodology/approach – The research used a questionnaire in which employers were interviewed (either telephone or face to face), completed themselves and returned by e-mail, or completed an online survey. In total, 71 employers took part in the study. Findings – The research found that the factors which are most important to employers when recruiting graduates were; personal attitude, employability skills, relevant work experience and degree result. The most important transferable skills to employers when recruiting graduates were; trustworthiness, reliability, motivation, communication skills and a willingness to learn. Social implications – The paper shows the importance of graduates developing excellent job searching skills, high-quality work experience and developing business courses to enhance students’ employability and better meet employers’ wants. Originality/value – The paper is timely given the introduction of Key Information Sets. The provision of such information will drive HEI to further develop students’ employability to obtain graduate-level jobs.

Accounting students’ perceptions of important business communication skills for career success

2017 ◽  
Vol 15 (2) ◽  
pp. 208-225 ◽  
Author(s):  
Ahmed Atef Oussii ◽  
Mohamed Faker Klibi
Keyword(s):  
Communication Skills ◽  
Career Success ◽  
Business Schools ◽  
Business Communication ◽  
Accounting Education ◽  
Accounting Students ◽  
Content Type ◽  
Accounting Practice ◽  
Graduate Unemployment ◽  
Accounting Graduates

Purpose This paper aims to examine the business communication skills that accounting students see as having the highest importance for career success. It also explores the current levels of development of these skills and analyzes them through a comparative study between three Tunisian business schools. Design/methodology/approach The authors used a questionnaire sent to180 students from three business schools to provide insights into the development of communication skills perceived important for a successful accounting career. Findings The results indicate that all students are conscious of the importance held by communication skills for career success in the accounting profession. However, they feel that their aptitudes are sometimes poorly developed, especially when it comes to proficiency in French (as a language of business in Tunisia) and written skills. Practical implications The paper’s findings offer important guidance concerning the communication skills that accounting students consider most needed by the Tunisian labor market. The findings of this study may be useful for curriculum development in local and international contexts. Originality/value This study is conducted in a developing country where the graduate unemployment rate is about 30 per cent. This high unemployment often affects service professions like accounting. Moreover, in Tunisia, accounting education focuses particularly on technical aspects. So far, no studies have been conducted to show whether students nowadays are aware of the increasing importance of generic skills in accounting practice. As a result, the conclusions of this study could provide Tunisian stakeholders with insights into ways of potentially improving accounting graduates’ employability.

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