Who should teach what? Australian perceptions of the roles of universities and practice in the education of professional accountants

Employing Case Studies To Develop Professional Skills In South African Accountancy Students: A Comparative Follow-Up Study

“…Numerous studies investigating the skills expectations of potential employers identify communication; teamwork; critical thinking and problem solving as important (Finch, Hamilton, Baldwin & Zehner, 2013;Howieson, Hancock, Segal, Kavanagh, Tempone & Kent, 2014;Robles, 2012), while mention of critical thinking in job postings have doubled since 2009 (Korn, 2014). Soft skills and professional judgement (Finch et al, 2013;Robles, 2012), as well as technology and financial literacy (Finch et al, 2013;Howieson et al, 2014), were also reported to be high in demand.…”

“…Soft skills and professional judgement (Finch et al, 2013;Robles, 2012), as well as technology and financial literacy (Finch et al, 2013;Howieson et al, 2014), were also reported to be high in demand. Low, Samkin and Liu (2013) found that some of the challenges reportedly faced by graduates in the workplace are soft skills, communication, time management, teamwork, and real-world experience, while a survey of heads of accounting departments found that almost all of the categories of skills identified by Van der Merwe (2013) are reported to be integrated into accounting curricula at the participating institutions.…”

Comparative Advantages of School and Workplace Environment in Competence Acquisition: Empirical Evidence from a Survey Among Professional Tertiary Education and Training Students in Switzerland

“…Choosing the optimal learning place for each competence is particularly relevant due to restrictions of time and resources (see, e.g., Woronoff, 2009, Howieson et al, 2014. Third, based on the defined competences and corresponding learning places, education system managers and human resource managers need to define the way in which the two learning places are linked.…”

“…This can take the form of combining school and work-based education in an appropriate way (see, e.g., Stern et al, 1997, Leong andKavanagh, 2013). Alternatively, the link between the learning places might be fostered by engaging employers in the education process (see, e.g., Barnett et al, 1987, Howieson et al, 2014 or by employing pedagogic tools aiming to transmute theoretical knowledge into practical competences (see, e.g., Boyce et al, 2001, Shaw, 2007, Schulz, 2008.…”

“…Hypothesis 5a: Schools have a comparative disadvantage regarding adaptability (Lee, 2008) Hypothesis 5b: Schools have a comparative disadvantage regarding assertiveness (Lee, 2008) Hypothesis 5c: Schools have a comparative disadvantage regarding teamwork (Green et al, 2001, Hancock et al, 2009 Hypothesis 5d: Schools have a comparative disadvantage regarding proactive (Lee, 2008, Hancock et al, 2009 (Lee, 2008) Hypothesis 6b: School and workplace are similar suitable to develop joy of learning (Lee, 2008, Howieson et al, 2014 (Green et al, 2001, Lee, 2008, Hancock et al, 2009 Hypothesis 7b: Schools have a comparative advantage regarding organizational competences (Lee, 2008, Hancock et al, 2009 Hypothesis 7c: Schools have a comparative advantage regarding hard skills (Green et al, 2001, Woronoff, 2009, Howieson et al, 2014 …”