Effectiveness of delivery methods in the transfer of soft skills

Abstract

Accounting education has in recent years increasingly emphasised the need for developing soft skills. To this end, various delivery methods have been advocated other than the conventional lecture format during the academic programme. This paper reports on a study of the perceptions of graduates on the effectiveness of delivery methods during the academic programme in transferring soft skills. A questionnaire with open and closed-ended questions was administered. Graduates reported that soft skills were most effectively developed when using case studies, followed by collaborative learning. Surprisingly, graduates also indicated lectures as an effective method in soft skills development, by ranking this method after collaborative learning. However, the method of computer-based activities, was reported as the least effective method in developing soft skills. This is a concern, given the prevalence and use of computers and technology in the accounting profession. Educators need to do more in inculcating soft skills, by using additional methods such as mentorship programmes and self-assessment.

Relational and decision-making skills development in South African accounting students

“…Although many studies have been conducted on professional skills, two are deemed of particular relevance to the present study: Lansdell et al (2020) and Keevy (2020). This is due to their recency, South African focus, and their investigation of the perceptions of trainee accountants.…”

“…It has been noted that university accounting programmes play a crucial role in developing professional skills (Tan and Laswad, 2018); providing motivation for this study. Keevy (2020) investigated aspirant CA(SA)s perceptions of the effectiveness of different teaching methods in the transfer of soft skills during the academic programme. The study found that case studies and collaborative learning were most effective in doing so.…”

“…Computer-based activities were considered least effective in transferring soft skills. Activities that require students to actively participate in the learning process, were therefore endorsed by aspirant CA(SA)s (Keevy, 2020). The present study seeks to investigate this further; specifically with regard to the development of RDM skills.…”

“…Although employers believe new entrants to the working environment have not developed the necessary professional skills to meet their performance requirements, universities are implementing initiatives to teach and develop RDM skills (Viviers et al, 2016; Keevy, 2020). Since the release of the South African Institute of Chartered Accountants’ (SAICA) first Competency Framework (CF) in 2010 (SAICA, 2010), universities have been expected to develop pervasive skills 3 in accounting students.…”

“…Academic literature on RDM skills is rich within the South African context (Villiers and Viviers, 2018; Kunz and De Jager, 2019; Keevy, 2020; Lansdell et al, 2020). However, no study has yet investigated trainees’ perceptions of the academic programme’s efficacy in developing RDM skills, as described in the new CF.…”