Bridging the employability skills gap: going beyond classroom walls

Abstract

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.

Determinants of accounting students' decision to pursue career as ACCA-certified accountants: a case study of Omani students

“…Compared to other industries, accounting professionals have a better chance of advancing their careers (Ahmad et al, 2015). The chances give individuals the chance to demonstrate their ability to complete jobs effectively (Tan et al, 2021). One of the top priorities for Malaysian students, especially accounting students, is the availability of employment possibilities (Cheong et al, 2018).…”

Exploring the generic skills required for the employability and professional wellbeing of Pakistani Millennials: The employers' perspective

“…The employers collectively viewed commercial awareness as a defining skill to get entry into the job market, employee promotability, and career growth. Regarding sound commercial awareness, researchers contend that one has to step beyond the disciplinary realm and bring sound exposure to current issues and social market dynamics (Selvadurai et al, 2012 ); along with this, one needs to bring active citizenship, professional identity, and networking (Rowe and Zegwaard, 2017 ; Tan et al, 2022 ). Such as, this defines how adaptable, resourceful, and knowledgeable one can be while interacting with industrial communities (Selvadurai et al, 2012 ).…”

“…As a matter of fact, most employers in Pakistan have accused universities of being unable to upskill and produce market-ready/job-ready/employable graduates and complain about skill deficits. This difference between employers' expectations and employees' abilities is viewed as a skill gap in the eyes of employers (Bano and Vasantha, 2019 ; Tan et al, 2022 ). Butt ( 2020 ) quoted a 2019's survey report to highlight that 78% of employers in Pakistan posit dissatisfaction with the skill set of fresh graduates.…”

Teaching and Learning in Higher Education in Bangladesh during the COVID-19 Pandemic: Learning from the Challenges

“…Higher education is about self-administered learning journeys, where teachers facilitate and learners take active roles to bridge their knowledge gap and develop their skills for the future [3,86]. The COVID-19 lockdown period can be considered a wake-up call for educators, institutions and students alike to place less importance on physical attendance in the classroom as the sole way to gain formal accredited qualifications.…”