Developing skills via work placements in accounting: Student and employer views

Paisey, Catriona; Paisey, Nicholas Julian

doi:10.1016/j.accfor.2009.06.001

Cited by 94 publications

(94 citation statements)

References 83 publications

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“…UK accounting students interviewed by Gracia (2009) perceive that communication skills were undervalued within the workplaces where their work experience occurred. This finding may be contrasted with Paisey and Paisey's (2010) study of Scottish accounting students and Beck and Halim's (2008) study of Singaporean students, who generally describe their work experience as a rewarding and engaging experience that developed their oral communication skills. Nonetheless, cases of students experiencing isolation, not meeting or seeing their supervisor and being required to spend an inordinate amount of time filing and photocopying warrant employers' attention (Gracia, 2009;.…”

Section: Work Experience: Employers' Role In Facilitating Listening Dcontrasting

confidence: 73%

“…An example of this is studies of supervised work experience, a non-academic interaction that is common in accounting programmes. Advocates of work experience contend that it assists in developing students' communication skills by introducing students to an environment that provides a practical dimension to classroom based learning (Kuh, 1995;Beck and Halim, 2008;Jackling and de Lange, 2009;Paisey and Paisey, 2010). According to Gracia's (2010) analysis of UK accounting students' work experience, these benefits are considerable.…”

Section: Exploiting Non-academic Interactionsmentioning

confidence: 94%

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Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach

Stone

Lightbody

Whait

2013

Accounting Education

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Accountants and employers of accounting graduates consider listening to be among the most important communication skills that graduates possess. However, accounting education practices that develop students' listening skills are uncommon. Further, in the case of listening development, the current approach of prescribing that educators do more to rectify students' skill deficiencies overlooks barriers that prevent greater incorporation of listening instruction in the accounting curriculum. An alternative integrated stakeholder approach to develop students' listening skills is proposed. Informed by a broad range of education literature, the approach identifies cross-disciplinary listening development best practice and barriers to the widespread implementation of such practices in the typical accounting programme, before determining and assigning interrelated listening development roles to key stakeholders who will benefit from improved student listening. While student listening development is feasible under the proposed approach, shared contributions by accounting students, the profession and educators are needed to achieve enhanced skills outcomes.

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Section: Work Experience: Employers' Role In Facilitating Listening Dcontrasting

confidence: 73%

Section: Exploiting Non-academic Interactionsmentioning

confidence: 94%

Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach

Stone

Lightbody

Whait

2013

Accounting Education

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“…This finding contradicts those of Omar et al (2012) who found that industrial training did not necessarily helps students acquire soft skills, though it did helps students increase their technical skills. However, finding by C. Paisey and N. Paisey (2010) shows that experience gained through work placement successfully develops a range of transferable personal skills. Participation in career development activities and a positive self-concept significantly predicted the students' level of employability skills.…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing the Acquisition of Employability Skills by Students of Selected Technical Secondary School in Malaysia

Danial¹,

Bakar²,

Mohamed³

2014

IES

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The main purpose of the study was to assess the acquisition of employability skills by vocational students in Malaysia. A total of 214 students participated in the study. We used the SCANS instrument to assess vocational students' employability skills. The overall mean of vocational secondary students' employability skills was 3.81 (SD = 0.34). Students' employability skills were found to be correlated with gender (r pb = -.172, p = .012), industrial training (r pb = .137, p = .046), involvement in extracurricular activities (r = .177, p = .010), participation in career development activities (r = .218, p = .001) and self-concept (r = .429, p = .000). We used a step-wise multiple regression to determine the variables that best predict students' acquisition of employability skills. We found that three variables (self-concept, participation in career development activities, and industrial training) explained 23.1% of the total variance in the acquisition of employability skills, with self-concept being the main predictor (β = 0.39), followed by participation in career development activities (β = 0.29), and industrial training (β = 0.19).

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“…The application of employability skills gained through work experience is abstract and may occur inadvertently as a result of a number of factors, such as social relationships, career maturity and the enhancement of technical skills. A study by Paisey and Paisey (2010) showed that work experience gained through work placement for one year successfully develops a range of transferable personal skills for students. This finding has an important implication for the development of new curricula for community colleges that can ensure that students possess a certain level of employability skills before they enter the job market.…”

Section: Discussionmentioning

confidence: 99%

Employability Skill Acquisition among Malaysian Community College Students

Omar

Bakar

Rashid

2012

Journal of Social Sciences

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Abstract:The objective of this study was to assess the acquisition of employability skills among Malaysian community college students. The sample size of the present study 325 students selected randomly. Employability skills were measured using an instrument developed by the Secretary's Commission on Achieving Necessary Skills (SCANS). The overall mean of employability skills among community college students was 3.63 (S.D. = 0.47). Thus, we consider the employability skills of community college students to be moderately high. Of all measures of employability skills, students scored the highest on personal qualities (Mean= 3.86, S.D. = 0.59). The lowest score was identified in the area of resource skills (M =3.52: S.D. = 0.55). Three aspects of employability measures were above the mean: basic skills (M = 3.66, S. D. = 0.59), interpersonal skills (M = 3.72, SD. = 0.71) and personal qualities (M = 3.86, SD. = 0.59). The three aspects of employability that were below the mean were thinking skills (M= 3.61, SD. = 0.62), resource skills (M = 3.52, SD. = 0.55) and informational skills (M = 3.55, SD. = 0.59). We also tested whether employability skills among students differed as a function of gender and work experience. The result of an independent t-test showed that there was no significant difference in employability skills by gender or work experience. We presented some recommendations for improve the employability skills acquisition among community college students.

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Developing skills via work placements in accounting: Student and employer views

Cited by 94 publications

References 83 publications

Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach

Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach

Factors Influencing the Acquisition of Employability Skills by Students of Selected Technical Secondary School in Malaysia

Employability Skill Acquisition among Malaysian Community College Students

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