Jose Luis Arquero, Carmen Fernández-Polvillo and Dolores Valladares-García
The literature evidences the effects of communication apprehension (CA), defined as the level of fear and anxiety associated with either real or anticipated communication, on…
Abstract
Purpose
The literature evidences the effects of communication apprehension (CA), defined as the level of fear and anxiety associated with either real or anticipated communication, on educational efforts and suggests that (via the perceived desirability of certain professions) it could affect vocational choices. The purpose of this paper is to investigate the link between CA and the vocational choice of secondary education students.
Design/methodology/approach
Data were obtained from two sources: a self-administered questionnaire to measure the students’ CA levels and their academic preferences, and the vocational counsellors’ advice for these students.
Findings
The results confirm the existence of a link between CA and both students’ vocational choices and counsellors’ advice. In general terms, apprehensive students tend to choose vocational education, whereas students with lower levels prefer university for further education. Focussing on the later, more apprehensive students tend to choose science degrees, which are perceived as requiring lower levels of communication skills.
Research limitations/implications
Limitations include the use of a convenience sample in only a country.
Practical implications
Apprehensive students could be avoiding a path, with all the implications for their professional future, because it is perceived as frightening due to the apparent communication level required. As the literature note the links between CA and communication self-efficacy allows the development of educational interventions resulting in a reduction of CA.
Originality/value
The scarce early literature has paid attention to occupational and educational choices in higher and further education, but there is no research focussing on the link between CA and pre-university academic decisions.
Details
Keywords
Jose Luis Arquero, Carmen Fernandez-Polvillo and Trevor Hassall
Despite the institutional calls to include the development of non-technical skills as objectives in accounting curriculum and the attempts to do so, a gap between the level of…
Abstract
Purpose
Despite the institutional calls to include the development of non-technical skills as objectives in accounting curriculum and the attempts to do so, a gap between the level of skills exhibited by graduates and those needed to succeed as a professional is still perceived. One of the possible causes could be students' overconfidence, defined as a very optimistic assessment of their own abilities. The main objective of the paper is to assess the existence of overconfidence.
Design/methodology/approach
Two samples, students and employers were surveyed regarding the exhibited level of accounting graduates in a set of 22 non-technical skills, highlighted as relevant in the literature. This enabled a comparison of the opinions of employers with the perceptions of students concerning the demonstrated level of such skills.
Findings
The results of this study support the existence of students' overconfidence. In all the skills students score their ability higher than employers do with those differences being statistically significant in 21 out of 22 skills. Employers who are in closer contact with entry level accountants perceive even lower exhibited skills levels in graduates.
Research limitations/implications
Overconfident students would be less motivated to actively participate in activities designed to improve skills resulting in underachievement and in lower performance. This low performance in highly valued skills could potentially harm their employability.
Originality/value
Although the literature focussing on non-technical skills in accounting is prolific there are few papers comparing the views of employers and students, and there are no previous studies focussing on overconfidence.
Details
Keywords
Jose Luis Arquero, Carmen Fernández-Polvillo, Trevor Hassall and John Joyce
The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose…
Abstract
Purpose
The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components.
Design/methodology/approach
Self-Determination Theory (SDT) and approaches to learning framework were used as theoretical background. Questionnaires were used to generate data. The sample was composed by 270 students enroled on differing degrees in term of motivation (accounting and nursing).
Findings
The results reveal differences in the approaches to learning and motivation between nursing and accounting students. Nursing degree seem to attract more internally motivated students, presenting significantly higher scores in terms of deep approach and lower scores on surface approach. Significant relationships where found between motivation and approaches.
Research limitations/implications
Data are obtained from students studying at a specific university in two degrees.
Practical implications
The result suggest that different degrees could attract students with different motivations and approaches to learning. Educators must be aware of which type of students are being attracted to their classrooms, because the inconsistencies between the students’ motives and approaches, the way the contents are presented, the pedagogy and the assessment system could result in poorer learning and failure to transfer or sustain innovations.
Originality/value
This paper adds to the very scarce literature linking motivation and approaches. The implications for curriculum design and delivery and specifically for assessment design are of interest for educators.