Motivations, expectations and preparedness for higher education: a study of accounting students in Ireland, the UK, Spain and Greece

This paper compares the motives, expectations and preparedness of a sample of students commencing the study of accounting in higher education in four European countries. The findings reveal that whilst all students are motivated to progress to higher education for career-oriented reasons and to seek intellectual growth, considerable variation is observed between the students in the four settings with regard to motives, confidence and perceptions of preparedness for higher education. The implications of these findings, both in the context of the alignment objectives of the Bologna process and the ongoing accounting education change debate, are considered

The roles of some key stakeholders in the future of accounting education in Australia

This paper explores the role of institutional and systemic leadership in changing higher education in accounting in Australia. In particular, it discusses the roles of the Carrick Institute for Learning and Teaching, the Australian Business Deans’ Council Teaching and Learning Network (ABDC T&L) and the professional accounting bodies in meeting the challenges confronting accounting education in the tertiary sector today and in the coming years. Details are provided of a Carrick funded accounting discipline research project arising out of a recent ABDC T&L Network Business Scoping Study. The critical non-technical skills required by stakeholders are explored with their role and responsibility in their development discusse

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