Generic skills in accounting: perspectives of Chinese postgraduate students

Smith, Bernadette; Maguire, William; Han, Helen Haijuan

doi:10.1111/acfi.12219

Cited by 30 publications

(32 citation statements)

References 37 publications

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“…The role of universities in addressing the need for soft skills One of the goals of tertiary education is to enhance the development of employability skills and to ensure that such acquisition is made more explicit. There has, however, been criticism of universities failing to teach accounting graduates generic skills or to prepare them for the emerging global world of work (B. Smith et al, 2018). As discussed above, there has been a notable shift in the type of knowledge and skills required in the workplace with a growing number of employers placing a greater emphasis on the soft skills and personal competencies of accounting graduates.…”

Section: The Growing Importance Of Soft Skillsmentioning

confidence: 99%

Exploring the impact of 4IR on skills and personal qualities for future accountants: a proposed conceptual framework for university accounting education

Tsiligiris

Bowyer

2021

Accounting Education

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The fourth industrial revolution (4IR) presents many opportunities and challenges in a digitised world of work. This paper draws on a systematic literature review of recent research published by accounting professional bodies outlining the impact of digital technologies on the accounting profession. By taking advantage of this work this study critically assesses the types of skills and personal qualities that graduates as future accountants will need and explores the implications for accounting education and university curricula. The analysis reveals that necessary skills for future accountants may be summarised into four categories: (a) Ethical skills; (b) Digital skills; (c) Business skills; and (d) Soft skills. The analysis reveals 'adaptability' and 'lifelong approach to CPD' as the two essential personal qualities for future accountants. The practical implications for university accounting education are summarised in a proposed conceptual framework. The proposed conceptual framework: (1) acts as a roadmap for universities to align their accounting curricula with the developments in professional body syllabi; (2) helps university accounting education teachers to update, enrich, and refocus their teaching and learning approach to the requirements of the 4IR; and (3) promotes the coordination and rationalisation of the skills and personal qualities currently pursued by employability agendas at university, course, and module levels.

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Section: The Growing Importance Of Soft Skillsmentioning

confidence: 99%

Exploring the impact of 4IR on skills and personal qualities for future accountants: a proposed conceptual framework for university accounting education

Tsiligiris

Bowyer

2021

Accounting Education

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“…Much of the higher education research into graduate attributes in accounting tends to focus on the internal educational process. Views on which capabilities or skills are required by graduates therefore come from the input side of the education-employment process, including from students (Jackling & De Lange, 2009;Oliver et al, 2011;Smith et al, 2018;McGuigan & Kern, 2010;Wells et al, 2009), and educators (Hancock et al, 2009;Tempone et al, 2011;Zaharim et al, 2010). However, CA ANZ, as the professional body in Australia and New Zealand, sought to ensure its focus was on how the standards being set reflect what is required by both their major employer stakeholders and the accounting profession.…”

Section: Data Collection and Methodologymentioning

confidence: 99%

“…Preparing students for the changes likely to affect accountants is not something unexpected. There has been over a decade of criticism of universities failing to teach accounting graduates generic skills or prepare them for the emerging world of work in Australasia or other countries (Albrecht & Sack, 2000;Smith, Maguire, & Han, 2018). In 2016, the Australian Business Deans Council (ABDC, 2016) adopted the Australian Learning and Teaching Council's recommended threshold learning outcomes for accounting degrees (Hancock et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Future-proofing accounting professionals: Ensuring graduate employability and future readiness

Bowles

Ghosh

Thomas

2020

JTLGE

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Key global and Australasian bodies have reported research suggesting the accounting profession is one of the most vulnerable to disruption through automation and changed business models. For universities seeking to improve the employability of graduates and professional bodies seeking to support professional members on a successful lifelong career, the research presented in this paper reconfirmed the need to reappraise the capabilities that would enhance professional practice and lead to sustained careers. This report presents the findings from a validation process across Australia and New Zealand that includes 2,074 responses to a survey conducted by Chartered Accountants Australia and New Zealand. The report confirms 24 capabilities, including six considered essential requirements for every professional seeking to work in accounting, finance, and related work roles. The findings provide evidence that these capabilities, in contrast to recent reports suggesting employment opportunities for accounting graduates are in decline, can create opportunities for sustainable careers. The validation project and survey results provide unexpected insight into the capabilities of different age groups and professionals at different career stages that are considered important. The paper outlines how this research will not only inform continuing professional education for members but also help refine the design of post-graduate curriculum and continuing professional development.

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“…For example, certain interpersonal competencies are sometimes considered the same thing as teamwork, while written and verbal communication skills are regarded as distinct competencies (Hancock et al, 2009). However, at other times, interpersonal competencies and communication skills are combined, while teamwork is treated as distinct (Smith et al, 2018). Second, the expectations of stakeholders (i.e.…”

Section: Literature Reviewmentioning

confidence: 99%

Core competencies for the global workplace: A cross-cultural and skill-based simulation project in accounting

Aldamen

Alkhateeb

Kercher

et al. 2021

Accounting Education

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This paper examines a multi-faceted workplace simulation project as a curriculum design strategy to address the expanding core competencies that constrained accounting programmes must incorporate. The problem-based learning simulation incorporates technical content with communication and cross-cultural skills competencies. Using Q methodology, this study reveals how students perceived their engagement in the simulation project. The results indicate strong agreement amongst students regarding the effectiveness of the simulation project procedures and the usefulness of its outcomes. However, a clear disparity was evident in terms of students' perspectives on the level of acquiring the cross-cultural and team competencies that the simulation project sought to instil. Suggestions for future implementations are explored.

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Generic skills in accounting: perspectives of Chinese postgraduate students

Cited by 30 publications

References 37 publications

Exploring the impact of 4IR on skills and personal qualities for future accountants: a proposed conceptual framework for university accounting education

Exploring the impact of 4IR on skills and personal qualities for future accountants: a proposed conceptual framework for university accounting education

Future-proofing accounting professionals: Ensuring graduate employability and future readiness

Core competencies for the global workplace: A cross-cultural and skill-based simulation project in accounting

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