The Effect of Academic Performance, Internship Experience, Gender, and Being a Transfer Student on Early Job Attainment of Accounting Graduates.

The evolution of financial reporting and information technology disruption has increased challenges in the accounting profession. Accounting practitioners have raised concerns that accounting graduates seem to possess sufficient technical knowledge, but somehow, they lack the required soft skills such as communication and analytical thinking. The accounting program must address issues on technical, soft skills and ethical issues reflecting the graduates.

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Job Intentions and Job Attainment: Young People's Career Beginnings

Australian Journal of Education ◽

10.1177/168781408903300308 ◽

1989 ◽

Vol 33 (3) ◽

pp. 299-319 ◽

Cited By ~ 1

Author(s):

Peter G. Carpenter ◽

John A. Fleishman ◽

John S. Western

Keyword(s):

Academic Performance ◽

Secondary School ◽

Social Structures ◽

Full Time ◽

Job Attainment ◽

Sufficient Cause ◽

Interpersonal Environment ◽

The Relationship ◽

Academic Resources ◽

Theoretical Developments

The relationship between young Australians' intentions to enter the full-time workforce immediately following completion of secondary school and their success in doing so is examined. In addition, the effects of particular social structures and academic resources on these intentions are considered. Recent theoretical developments in the conceptualisation of the relationships between attitudes and behaviour, the intention to perform the behaviour and the behaviour itself underline the argument. The analysis reveals that, while youths' own intentions do predict behaviour, they are not a sufficient cause of this behaviour. The expectations of key figures in the interpersonal environment, youths' own attitudes, their prior academic performance and their experience of unemployment all assist in explaining career beginnings.

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Psychological attributes of successful trainee accountants

SA Journal of Industrial Psychology ◽

10.4102/sajip.v31i1.183 ◽

2005 ◽

Vol 31 (1) ◽

Author(s):

Esmari Štrbac ◽

Gert Roodt

Keyword(s):

Academic Performance ◽

Work Performance ◽

Verbal Ability ◽

Pass Rate ◽

Criterion Measure ◽

Public Accounting ◽

Accounting Firms ◽

Psychological Attributes ◽

The Relationship ◽

Accounting Graduates

It is suggested that certain psychological attributes of accounting graduates are significant predictors of the later success of trainee accountants in the work environment. Since selection is a key human resources function in public accounting firms the present study investigated the relationship between academic performance, specific personality traits, examination pass rate and the work performance of a sample (N = 77) of trainee accountants from an international, mid-sized firm. The results indicate that the majority of cases could be correctly predicted as successful or not by a verbal ability variable and that the criterion measure developed for this study (Cronbach alpha = 0,95) can be used successfully to measure the work performance of trainee accountants. The importance of academic performance as well as the pass rate in the qualifying examinations are also discussed. Opsomming Daar word gesuggereer dat sekere sielkundige eienskappe van rekeningkunde gegradueerdes as voorspellers van hul latere sukses in die werkomgewing kan dien. Aangesien keuring ’n kernfunksie van die menslikehulpbronaktiwiteite binne openbare ouditeursfirmas is, het hierdie studie die verhouding tussen akademiese prestasie, spesifieke persoonlikheidstrekke, die eksamenslaagsyfer en die werkprestasie van ’n steekproef (N = 77) kwekelinggeoktrooieerde-rekenmeesters binne ’n internasionale, gemiddelde grootte firma ondersoek. Die resultate dui daarop dat die meerderheid gevalle korrek as suksesvol aldan nie voorspel kan word deur ’n verbale vermoëveranderlike en dat die kriteriuminstrument wat vir hierdie studie ontwikkel is (Cronbach alfa = 0,95), gebruik kan word om die werkprestasie van hierdie kwekelinge te meet. Die belangrikheid van akademiese prestasie en die slaagsyfer in die kwalifiserende eksamens word ook bespreek.

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Role of an Academic Performance Committee

Journal of Dental Education ◽

10.1002/j.0022-0337.1969.33.1.tb00135.x ◽

1969 ◽

Vol 33 (1) ◽

pp. 101-104

Author(s):

JC Hickey ◽

MT Romano ◽

RK Jarecky

Keyword(s):

Academic Performance

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Can the Academic Self-Concept be Positive and Realistic?

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.19.3.132 ◽

2005 ◽

Vol 19 (3) ◽

pp. 129-132 ◽

Cited By ~ 6

Author(s):

Reimer Kornmann

Keyword(s):

Academic Performance ◽

Opposite Effect ◽

Self Esteem ◽

Point Of View ◽

The Other ◽

Self Concept ◽

High Ability ◽

Self Image ◽

Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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