Paul De Lange

Do Accounting Graduates' Skills meet the Expectations of Employers? A Matter of Convergence or Divergence

This study investigates the emphasis placed on technical and generic skills developed during undergraduate accounting courses from both the graduate and employer perspective. It is motivated by two issues. First, calls by the accounting profession and international education committees regarding the professional adequacy of graduates. Second, by the challenge facing educators and professional bodies to ensure accounting courses equip graduates with the necessary skills to add value to business. Data obtained from 174 graduates from an Australian university is compared with the perceived needs of a sample of employers. Major findings suggest that, while both groups acknowledged the importance of technical accounting skills, employers require a broad range of generic skills that graduates indicated were not being adequately taught in their accounting degree programme. Against this backdrop of skills convergence, the greatest areas of skills divergence from the employers’ perspective were those of team skills, leadership potential, verbal communication and the interpersonal skills of graduates.

Accounting graduates’ perceptions of skills emphasis in undergraduate courses: an investigation from two Victorian universities

This study investigated the emphasis placed on technical and generic skills developed during undergraduate accounting courses from the graduate perspective. It is motivated by two issues. First, calls by the accounting profession and international education committees regarding the professional adequacy of graduates. Second, the challenge facing educators and professional bodies to design accounting courses that address a diverse range of needs from students, the educational philosophy of the institution, and the changing dynamics of global business. Data obtained from 310 graduates from two Victorian universities provided insights into the types of skills development considered necessary for a successful accounting career.

Integrating a virtual learning environment into an introductory accounting course: determinants of student motivation

Technological change is altering the way educators deliver subject content. The phenomenal growth and widespread acceptance of the Internet has seen the creation of the Virtual Learning Environment (VLE) in higher education. For the ease of integration of VLEs in higher education, software companies have provided products such as WebCT and Blackboard. From a pedagogical perspective, new technologies must be evaluated in an effort to establish whether their introduction has had a beneficial impact on learning outcomes. To this end, this investigation examines the attitudes of undergraduate accounting students in relation to a number of design features and attributes of WebCT (e.g. bulletin boards, on-line assessment and chat room) as a VLE. Responses from 292 on-campus undergraduate students provided data which associates four factors with improved student motivation. This study found that student satisfaction with the use of a VLE is significantly associated with the provision of: lecture notes, bulletin board, on-line assessment and other tools (chat and video summaries). The diagrammatic representation of the variables identified in this study provides a useful reference point for those educators contemplating the implementation of a VLE.

The long road to publishing: A user-friendly expose

Abstract The popular axiom which suggests that there are two certainties in life (namely, taxes and death) should be extended to include a third dimension for aspiring academics, that is publish or perish. The scholarly activity of academic enquiry and publishing the results of these endeavours is an inescapable pre-requisite for a successful academic career. While some academics are prolific publishers, others are not. For those who find publishing a convoluted soul-destroying experience, this paper provides an exposé of the publication process from an authors perspective. It illustrates that the refinement of academic papers for publication is a collaborative effort between authors, editors and referees. Further, it shows that, for authors, there is no substitute for focus, perseverance and hard work. Copies of the letters tabled in this discussion are intended to serve as a useful framework for those who feel alienated by the academic review process.The popular axiom which suggests that there are two certainties in life (namely, taxes and death) should be extended to include a third dimension for aspiring academics, that is publish or perish. The scholarly activity of academic enquiry and publishing the results of these endeavours is an inescapable pre-requisite for a successful academic career. While some academics are prolific publishers, others are not. For those who find publishing a convoluted soul-destroying experience, this paper provides an expose of the publication process from an authors perspective. It illustrates that the refinement of academic papers for publication is a collaborative effort between authors, editors and referees. Further, it shows that, for authors, there is no substitute for focus, perseverance and hard work. Copies of the letters tabled in this discussion are intended to serve as a useful framework for those who feel alienated by the academic review process.

Social moderation, assessment and assuring standards for accounting graduates

Evidencing student achievement of standards is a growing imperative worldwide. Key stakeholders (including current and prospective students, government, regulators and employers) want confidence that threshold learning standards in an accounting degree have been assured. Australia’s new higher education regulatory environment requires that student achievements are benchmarked against intended programme learning outcomes, guided by published disciplinary standards and a national qualifications framework, and against other higher education providers. Here, we report on a process involving academics from 10 universities, aided by professional practitioners, to establish and equip assessors to reliably assure threshold learning standards in accounting that are nationally comparable. Importantly, we are learning more about how standards are interpreted. Based on the premise that meaning is constructed from tacit experiences, social interactions and intentional reflection on explicit information, we report outcomes of three multi-part calibration interventions, situated around judgements of the quality of the written communication skills exhibited in student work and their related assessment tasks. Qualitative data from 30 participants in the calibration process suggest that they perceive that the process both assists them both in developing a shared understanding of the accounting threshold learning standards and in the redesign of assessment tasks to more validly assess the threshold learning standards.

Accounting Education at a Crossroad in 2010 and Challenges Facing Accounting Education in Australia

Of the various reports released in 2010, two purport to examine the state of accounting education in Australia. These are Accounting Education at a Crossroad in 2010 and Challenges Facing Accounting Education in Australia. Both were released as collaborations of the leading academic organisation, the Accounting and Finance Association of Australia and New Zealand (AFAANZ) or professional accounting bodies in Australia including the Institute of Chartered Accountants in Australia (ICAA), the Institute of Public Accountants (IPA),1 and Certified Practising Accountants of Australia (CPA Australia). As their titles imply, the main thrust of these reports is to examine the challenges facing accounting education in Australian universities and, as such, they act as the input for this AE Briefing. The main challenges articulated in these reports portray a sector suffering from the combined pressure of a large international student enrolment, high student-to-staff ratios, an inadequate funding model, and an ageing academic staff profile. By way of commentary, we suggest that, if these gloomy circumstances continue to develop unabated, then the future for the sector will play out as a ‘perfect storm’2 with the sector suffering on-going troubled development.

A Programme to Expose Students to Senior Executives in the World of Accounting: An Innovative Learning Method

This paper deals with one well-tested means of providing inspiration through a carefully planned International Study Tour (IST) that has, at its core, site visits to world class global organisations. During these visits, students are addressed by senior personnel of those organisations. The esprit de corps inculcated by the intense and exciting nature of the IST and the high quality of the host organisations combines to produce a highly productive educational outcome. In this analysis of an important learning method, we analyse the feedback of IST participants to evaluate the learning benefits of participating in an IST, and provide a comprehensive template of how to operate such a programme. Our findings suggest that the IST provides students with a global and life experience that has no equal in the classroom. Through this paper, we aim to inspire other academics to implement a similar programme at their universities.

Performance of business undergraduates studying through open learning: a comparative analysis

This study compared the academic achievements of accounting undergraduates taught through three different study modes; on-campus lectures and tutorials, traditional distance education using print material and open learning using a mixed mode of TV lectures broadcast by the Australian Broadcasting Corporation, teleconferencing and print material. Significant differences in achievement were found between these study modes: on-campus lectures were associated with significantly higher overall pass grades. However, open learning was associated with significantly higher levels of achievement. Another interesting finding was the better performance of open learning students compared to that of traditional distance education students. Findings of the present study support the use of video technology as an effective teaching delivery mode. In addition, important questions relating to student screening procedures for entry to tertiary education are raised. The cost-effectiveness of the different modes is also discussed.

Accounting students' perceptions of a Learning Management System: an international comparison

Purpose - The purpose of this study is to investigate student perceptions of the design features included in an off the shelf Learning Management System (LMS) in teaching undergraduate accounting students. Design/methodology/approach - Questionnaire responses from 846 accounting students studying in the UK, Australia and New Zealand provide international data to develop a model to explain student perception of the LMS. Findings - The final model shows student satisfaction with the use of a LMS is positively associated with three variables: usefulness of lecture notes, bulletin boards and discussion forums, and other LMS tools. Further, the comparison of cultural differences of the three countries shows all students treat the provision of notes as a desirable attribute on a LMS. Findings also suggest that although students find the provision of materials over the LMS does not enhance student engagement in class, overall a comparison of the three countries shows all students treat the provision of notes as a desirable attribute of a LMS. Research limitations/implications - Future research should collect ethnicity data to enable an analysis of cultural influence on student perceptions of the LMS. Practical implications - As increased motivation to learn is found to contribute to improved achievement of learning outcomes, the studys findings have implications for faculty contemplating the adoption of a LMS in their courses. The findings specifically confirm that usefulness of lecture notes, use of bulletin/discussion boards, and other LMS tools are positively endorsed by students and hence increase their motivation to learn. Originality/value - The current paper adds to the literature as the motivation to use and engage with LMSs by accounting students is not well understood.

A Framework of Best Practice of Continuing Professional Development for the Accounting Profession

Abstract The International Accounting Education Standards Board (IAESB) places a strong emphasis on individual professionals taking responsibility for their Continuing Professional Development (CPD). On the other hand, the roles performed by professional accountants have evolved out of practical necessity to ‘best’ suit the diverse needs of business in a global economy. This diversity has meant that professional accountants are seen in highly specialised roles requiring diverse skill sets. In order to enhance the contribution of the accountant as a knowledge professional for business, it follows that CPD that leverages off an individuals experience should be designed to meet the needs of professionals across the different specialised roles within the profession. In doing so the project identifies how CPD should differ across roles and levels of organisational responsibility for accounting professionals. The study also makes a number of policy recommendations to IAESB and IFAC.