A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge

Rebele, James E.; Pierre, E. Kent St.

doi:10.1016/j.jaccedu.2019.07.002

Cited by 116 publications

(89 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, the findings of "employers' surveys have revealed their dissatisfaction with the degree to which these soft skills are nurtured in higher education". In 2007, the British Association Graduate Recruiters demonstrated that "employers reported the majority of graduates require 'soft skills', for instance team working and communication" (Schulz, 2008) despite being academically proficient.…”

Section: Why Life Skills Training Program Are Necessary In Universitymentioning

confidence: 99%

“…There are numerous reasons as to why life skills are essential complements to hard skills to help graduates succeed professionally. In an increasingly competitive job market, more developed life skills, can be the factor a "competitive edge" that separates them from job candidates with "similar qualifications" (Schulz, 2008). Skillsets such as superior communication skills, emotional intelligence, and creativity, may showcase to a prospective employer additional knowledge and skills, personal traits, and habits" (Mishal, 2016).…”

Section: Why Life Skills Training Program Are Necessary In Universitymentioning

confidence: 99%

See 1 more Smart Citation

A Qualitative Research Study on the Importance of Life Skills on Undergraduate Students’ Personal and Social Competencies

Nair¹,

Fahimirad²

2019

IJHE

View full text Add to dashboard Cite

Recently, it is more demanding to enter job market since current employers hire staff with some life skills such as leadership, communication skills, time management, problem solving skills, and teamwork. The current study aimed to identify the relationship between life skills program, student's personal efficacy and competencies. Moreover, this study investigated eight students’ perceptions of their personal efficacy after understanding life skills program. This study employs a qualitative research approach using an in-depth interview and self-reporting of the life skills module. The participants were randomly selected among freshman undergraduate students who have passed the life skill modules at Taylor’s University, Malaysia. This study aimed to identify students’ perceptions, competencies after completing life skills modules. It also elaborates on how life skills considered as a technical requirement for hard skills and employees’ future. The results of thematic analysis indicated that embedding the life-skills program in the university curriculum plays a key role in shaping students' personal and social competencies. This finding has important implications for educators and educational policy makers to integrate students’ life skills into curriculum so as to influence students’ professional and interpersonal skills such as team working, communication, leadership, time management, decision making and problem-solving.

show abstract

Section: Why Life Skills Training Program Are Necessary In Universitymentioning

confidence: 99%

Section: Why Life Skills Training Program Are Necessary In Universitymentioning

confidence: 99%

A Qualitative Research Study on the Importance of Life Skills on Undergraduate Students’ Personal and Social Competencies

Nair¹,

Fahimirad²

2019

IJHE

View full text Add to dashboard Cite

show abstract

“…This is mostly addressed by practical experience via case studies or work experience and consideration of different perspectives. Cross-disciplinary, high-level skills and real-world techniques are required, with students learning broad management competencies (Rebele and Kent St Pierre, 2019;Enget, Saucedo, and Wright, 2017). Particularly important are the hands-on, practical skills, using data analytics with critical thinking and judgement (Kokina, Panamanova, and Corbett, 2017;Riggins and Klamm, 2017;Enget et al, 2017).…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

“…Other calls have been made for the assurance that accounting curricula include professional skills needed for future work in the 'real world' of the profession (Bui and Porter, 2010;Jackling and De Lange, 2009;Pan and Seow, 2016;Rebele and Kent St Pierre, 2019;Tan and Laswad, 2018;Watty, Jackling and Wilson, 2012;Willcoxson, Wynder and Laing, 2010).…”

Section: Introductionmentioning

confidence: 99%

“Big results require big ambitions”: big data, data analytics and accounting in masters courses

McBride

Philippou

2021

ARJ

View full text Add to dashboard Cite

Purpose Accounting education is re-inventing itself as technology impacts the practical aspects of accounting in the real world and education tries to keep up. Big Data and data analytics have begun to influence elements of accounting including audit, accounting preparation, forensic accounting and general accountancy consulting. The purpose of this paper is to qualitatively analyse the current skills provision in accounting Masters courses linked to data analytics compared to academic and professional expectations of the same. Design/methodology/approach The academic expectations and requirements of the profession, related to the impact of Big Data and data analytics on accounting education were reviewed and compared to the current provisions of this accounting education in the form of Masters programmes. The research uses an exploratory, qualitative approach with thematic analysis. Findings Four themes were identified of the skills required for the effective use of Big Data and data analytics. These were: questioning and scepticism; critical thinking skills; understanding and ability to analyse and communicating results. Questioning and scepticism, as well as understanding and ability to analyse, were frequently cited explicitly as elements for assessment in various forms of accounting education in the Masters courses. However, critical thinking and communication skills were less explicitly cited in these accounting education programmes. Research limitations/implications The research reviewed and compared current academic literature and the requirements of the professional accounting bodies with Masters programmes in accounting and data analytics. The research identified key themes relevant to the accounting profession that should be explicitly developed and assessed within accounting education for Big Data and data analytics at both university and professional levels. Further analysis of the in-depth curricula, as opposed to the explicitly stated topic coverage, could add to this body of research. Practical implications This paper considers the potential combined role of professional qualification examinations and master’s degrees in skills provision for future practitioners in accounting and data analysis. This can be used to identify the areas in which accounting education can be further enhanced by focus or explicit mention of skills that are both developed and assessed within these programmes. Social implications The paper considers the interaction between academic and professional practice in the areas of accounting education, highlighting skills and areas for development for students currently considering accounting education and data analytics. Originality/value While current literature focusses on integrating data analysis into existing accounting and finance curricula, this paper considers the role of professional qualification examinations with Masters degrees as skills provision for future practitioners in accounting and data analysis.

show abstract

“…Besides, the education positions the emphasis and increase of soft skills and development of students learning online through effort of the lecturers' examples and development. It provides critically to think on the awareness of ethics in the learning process of students, Rebele, & Pierre, (2019).…”

Section: Introductionmentioning

confidence: 99%

A Framework in Online Learning Process: A Guide to Educational Teaching During Covid 19 Pandemic

Mallillin

Mallillin²,

Carag

et al. 2020

EJOE

View full text Add to dashboard Cite

Education is a continuous process of learning and it is a pinnacle of life attitude and a vision of every individual. It analyses the framework of online learning process and improvement guide during Covid 19 pandemic situation. It provides progress in work online learning process and level. The study aims to identify the different frameworks in online learning through implementation of teaching, delivery mode of teaching, support, and school system process as guide to educational system during Covid 19 pandemic. The study employs the application and benefit of Virtual Reality Design (VRD) because it possesses potential application in online learning process in education with systematic existence of design that displays the purpose of learning process and is considered as high-end design of research which is relevant to the study process. The study comprised Two Hundred Sixty Nine (269) from the professional lecturers and teachers in the different continents from Asia, Middle East, Africa, Australia, Europe, and United States of America. Random sampling technique is utilised in the study. Results of the study show an establish proper schedule of students in their regular classes during the period of Covid 19 pandemic and develop proper strategy in teaching during their lecture hours and provide focus to support students in their learning process and undertake initiatives despite of the limited resources in online teaching, identify the means of delivery mode of teaching based on the needs of students in their learning process, support students in their new modality of instruction in their online classes that boost their learning potential ability, and school provides guidelines for the online learning of student tools during Covid 19 pandemic to ensure better education. Article visualizations:<img src="/-counters-/edu_01/0620/a.php" alt="Hit counter" />

show abstract

A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge

Cited by 116 publications

References 25 publications

A Qualitative Research Study on the Importance of Life Skills on Undergraduate Students’ Personal and Social Competencies

A Qualitative Research Study on the Importance of Life Skills on Undergraduate Students’ Personal and Social Competencies

“Big results require big ambitions”: big data, data analytics and accounting in masters courses

A Framework in Online Learning Process: A Guide to Educational Teaching During Covid 19 Pandemic

Contact Info

Product

Resources

About