Pervasive skills development for aspirant chartered accountants: Academic versus training programmes

Abstract

Changes in the business environment have challenged both the technical and pervasive competencies of aspirant professional accountants (or chartered accountants [CAs]). Accounting bodies have responded to this need by adopting competency-based qualification models. Likewise, in 2008, the South African Institute of Chartered Accountants developed a Competency Framework where aspirant CAs are now assessed on both technical and pervasive skills en route to qualifying as CAs, the latter being the focus of this article. The article aims to ascertain the views of aspirant CAs on the effectiveness of academic and training programmes en route to qualifying as a CA. It also seeks additional vehicles to improve the delivery of pervasive skills during qualification. This research uses empirical data in the form of a questionnaire with both open and closed response options. The study reveals that both programmes are critical to the success of qualifying as a CA, but further emphasis is required in developing pervasive skills for both programmes. The findings also demonstrate the importance of using methods such as cases, mentorship programmes and internship programmes in equipping candidates with pervasive skills. The use of separate modules to develop pervasive skills during both programmes was also strongly supported by the majority of aspirant CAs.

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

“…Overall, 86% of participants, or more, viewed the academic programme as having developed each RDM skill to at least a foundational level. This is encouraging, given the expectations of the academic programme (ICAA, 2016; Keevy and Mare, 2018;Rudman and Sexton, 2017;SAICA, 2021a). The findings are in line with Viviers (2016) who found that students perceived their exposure to pervasive skills development to be moderate to high.…”

Performance of newly employed trainee accountants in Gauteng, South Africa, versus the skills expectations of employers: How big is the gap?

“…Areas for future research therefore include the expansion of the study to include large firms in other provinces and small and medium-sized audit firms and commercially focused training offices to determine whether there are differences with regard to the expectations and the extent of the expectation–performance gap based on the size and type of training offices and/or their locations. Once a holistic view of the professional skills expectation–performance gap of newly employed first-year trainee accountants has been obtained, the shared responsibility of universities and training offices in the delivery of entry-level chartered accountants can be revisited to determine who holds responsibility for the various aspects of professional skills development (Keevy and Mare, 2018). Another avenue for future research would be to examine possible methods of equipping students with the required professional skills and ways in which the development of those skills could be assessed.…”

Graduate readiness for a professional career in accounting – an investigation of employers’ perspectives in Fiji

“…With changes in professional accounting body requirement for accountants, the accounting firms and employers are required to take additional responsibility in terms of soft skills training for new accounting graduates (Low et al , 2013). It is a combination of university learning, practical training and life experience that allow graduates to develop all-encompassing skills and serve as professionals (Keevy and Mare, 2018; Wheeler et al , 2014; Jusoh et al , 2011). Furthermore, according to Deines et al (2012), if the accounting profession seek to recruit high quality graduates, then they are required to assume some responsibility in addressing the impediments.…”