A. Gill and S. Lashine
In today’s global business environment, it is not a viable economic alternative for a nation or an economy to be isolated from the rest of the world. There are many challenges…
Abstract
In today’s global business environment, it is not a viable economic alternative for a nation or an economy to be isolated from the rest of the world. There are many challenges that every nation (especially a developing nation) faces. Are our potential graduates from the educational systems capable enough of facing these challenges? Is business education capable of preparing future managers to face these challenges? This paper investigates the characteristics of a contemporary business education, analyses the challenges posed by global market trends, and proposes learning strategies that meet market requirements.
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Ehab K.A. Mohamed and Sherif H. Lashine
The rapid spread and acceptance of globalization and the enormous developments in information technology, has led to dramatic changes in the business environment. These changes…
Abstract
The rapid spread and acceptance of globalization and the enormous developments in information technology, has led to dramatic changes in the business environment. These changes have brought new challenges not only to business but also to business education. Business schools that prepare future managers in different disciplines are responsible for closing the gap between the skills acquired by its graduates and the required skills by the global markets. This paper identifies the challenges facing accounting education in providing students with the knowledge and skills that raise their competency level to meet that required by the market. These challenges warrant that the competency level of accountants should be improved. Current accounting education and the skill levels of accountants are not in line with what is required in the dynamic environments of global business. A strategic plan for closing the gap between the acquired and required skills is presented to help prepare students for facing and dealing with the challenges of the new global business environment.
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Grant Samkin and Monique Keevy
The purpose of this paper is to illustrate the extent to which a case study developed by a financial institution and completed within a collaborative learning environment can be…
Abstract
Purpose
The purpose of this paper is to illustrate the extent to which a case study developed by a financial institution and completed within a collaborative learning environment can be used to develop soft skills.
Design/methodology/approach
A questionnaire research instrument comprising open and closed response questions was used to collect the data.
Findings
The case study developed by the external stakeholder was found to be useful in developing soft skills. The primary skills identified by respondents were decision-making, problem-solving, critical thinking, communication and research ability. However, the respondents believed that the collaborative learning element had the greatest impact on the development of skills, particularly ethical behaviour, professionalism and personal attributes.
Research limitations/implications
The results are not generalisable beyond the scope of the particular higher education institution in which the study was conducted and the country in which the study was situated. Additionally, this paper measured soft skills development through perceptions of participating students. An objective measurement of students’ immediate soft skills improvement is not considered. Nonetheless, the findings provide guidance to educators on how a case study developed by a financial institution and completed within a collaborative learning environment can be used to develop soft skills.
Originality/value
The paper makes three contributions. The first is to detail how a real-world case study with a substantial technical component can be used to develop soft skills. Second, the paper contributes to the real-world case study and collaborative learning elements literature and ascertains the effectiveness of both methods in developing various soft skills. Finally, the paper contributes to the limited literature on how external stakeholders can become involved in the development of accounting curriculum content.
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This chapter reviews the need for accounting education change in selected countries to determine whether commonalities exist. Beginning with the need for accounting education…
Abstract
This chapter reviews the need for accounting education change in selected countries to determine whether commonalities exist. Beginning with the need for accounting education change in the United States and the promotion and acknowledgment of the Accounting Education Change Commission (AECC) initiatives in that country, the chapter proceeds to examine the accounting education reforms in three selected English-speaking countries with developed accounting systems. I find that in these selected countries, the emphasis, like the United States, was also on the nurturing of generic skills as opposed to acquiring just technical knowledge. These countries were leaning toward implementation of changes based on the philosophy of the AECC initiatives, although some were initiated prior to the formation of AECC. Hence, for any accounting education change in developing countries, these initiatives are highly recommended as a basis for accounting curriculum development and pedagogical considerations.
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Yen Thi Tran, Nguyen Phong Nguyen and Trang Cam Hoang
By drawing on the institutional theory and contingency theory, this study aims to examine the effects of leadership and accounting capacity on the quality of financial reporting…
Abstract
Purpose
By drawing on the institutional theory and contingency theory, this study aims to examine the effects of leadership and accounting capacity on the quality of financial reporting and accountability of public organisations in Vietnam. Furthermore, this paper is to determine the impact of financial reporting quality on accountability.
Design/methodology/approach
The research model and hypotheses have been tested by partial least squares structural equation modeling, with 177 survey samples obtained from accountants and managers working in the public sector in Vietnam.
Findings
The research results indicate that leadership and accounting capacity have a positive effect on financial reporting quality; leadership and accounting capacity positively influence accountability; and the quality of financial reporting has a positive impact on accountability.
Research limitations/implications
The research results provide empirical evidence of the direct impact of leadership and accounting capacity on financial reporting quality and accountability of public organisations in a developing country. Moreover, the current work also provides important evidence for the impact of financial reporting quality on accountability.
Practical implications
Public sector organisations must realise that leadership and accounting capacity play a vital role in the accounting reform process. Public institutions likewise need to pay attention to develop accounting capacity and promote leadership. Moreover, the results respond to the continuing call for increased citizen trust in public organisations.
Originality/value
To the best of the authors’ knowledge, this study is the first to examine the chain from leadership, accounting capacity, financial reporting quality and accountability in the context of public sector organisations in an Asian transition market.
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The purpose of this paper is to examine the extent to which South African accounting academics use case studies in their teaching and to establish their views on whether this…
Abstract
Purpose
The purpose of this paper is to examine the extent to which South African accounting academics use case studies in their teaching and to establish their views on whether this method can be used to transfer soft skills (also known as pervasive skills) to students.
Design/methodology/approach
An electronically administered questionnaire was sent to South African accounting academics.
Findings
Prior research provides evidence of the value of case studies in the transfer of soft/pervasive skills to students. The findings reveal that case studies are used less frequently by South African accounting academics than their international counterparts, because of a lack of awareness by South African accounting academics of the competencies that can be transferred using case studies, and the application of alternative teaching methods.
Originality/value
This paper provides insight into the use of case studies by academics in a developing country whose traditional strengths were in technical teaching, and the reluctance of the majority of South African accounting academics to embrace case studies into their academic programmes.
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Belal Barhem, Adel H. Salih and Darwish A. Yousef
The purpose of this paper is to capture some of the challenges and emerging trends in business education.
Abstract
Purpose
The purpose of this paper is to capture some of the challenges and emerging trends in business education.
Design/methodology/approach
A sample of 155 business leaders who work in the UAE has responded to the survey.
Findings
The results of this study revealed the most important skills and competencies that local business leaders would like to see university graduates now and five years from now. In addition business leaders have pointed out the important level of the management areas to their companies now and five years from now.
Originality/value
The paper highlights business leaders' opinions and views in relation to the relative importance of skills needed in their companies.
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Md Moazzem Hossain, Manzurul Alam, Mohammed Alamgir and Amirus Salat
The purpose of this paper is to examine the relationship between skills and employability of business graduates. The study also examines the moderating effect of ‘social mobility…
Abstract
Purpose
The purpose of this paper is to examine the relationship between skills and employability of business graduates. The study also examines the moderating effect of ‘social mobility factors’ in the ‘skills–employability’ relationship.
Design/methodology/approach
A quantitative positivist approach was undertaken to test the hypotheses. Business graduates from two universities in a developing country responded to a questionnaire about their perceptions of different sets of employability factors. Partial least squares (PLS)-based structural equation modelling (SEM) was used to examine the relationships between skills and employability of business graduates.
Findings
The findings show that both soft skills and technical skills are positively related to employability, which is consistent with prior studies. The findings also indicate that social mobility factors play a significant role in employability.
Research limitations/implications
The study is based on data from two public universities, and its findings need to be interpreted with care as universities differ in their size, area of concentration and ownership structure.
Practical implications
The findings advance the evidence of graduate employability of business students. Based on these results, university authorities, policymakers, teachers and business graduates will benefit from the findings related to students preparedness for the competitive global job market.
Originality/value
The study's findings contribute to business graduates' skill set development in the developing countries that share a similar education system, culture and values.
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Mara Ridhuan Che Abdul Rahman, Tengku Akbar Tengku Abdullah, Arawati Agus and Mohd Mohid Rahmat
Borderless transactions have resulted in changes to the competitive and technological environments. As a result, accounting profession faces challenges in meeting these changes…
Abstract
Borderless transactions have resulted in changes to the competitive and technological environments. As a result, accounting profession faces challenges in meeting these changes. Previous studies have indicated that accounting education had failed to develop students’ competencies critically required by market. This paper mainly focuses on competencies in the workplace in relation to its levels of importance; as well as the level of emphasis of the competencies during university learning. In this study, 1,300 questionnaires were distributed to accountants graduated from seven state‐run universities namely Universiti Malaya, Universiti Kebangsaan Malaysia, Universiti Putra Malaysia, Universiti Islam Antarabangsa Malaysia, Universiti Teknologi Mara, Universiti Utara Malaysia and Universiti Sains Malaysia. The respondents were asked to rank the level of importance and emphasis of thirteen competencies; namely communication skills, decision‐making skills, leadership development, continuous improvement skills, professionalism, information development and distribution skills, knowledge in planning and budgetary, management control system, interpreting and analyzing financial statements, knowledge in accounting, knowledge in auditing and knowledge in taxation. The study found that there were large gaps between the level of importance of competencies in workplace and the level of emphasis of competencies in workplace. In addition, the study also found positive correlation between the personality traits and the level of competencies. In general, these findings are consistent with the findings from other studies conducted. The findings should provide empirical and relevant input for assessing the content of the existing accounting programs.
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Joshua Ayarkwa, Emmanuel Adinyira and Dickson Osei‐Asibey
The industrial training component in a university's curricula adds tremendous value to a degree programme by enhancing the employable skills of graduates. The purpose of this…
Abstract
Purpose
The industrial training component in a university's curricula adds tremendous value to a degree programme by enhancing the employable skills of graduates. The purpose of this paper is to assess the perception of organisations that have trained construction students from the Department of Building Technology of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, as part of its industrial training programme.
Design/methodology/approach
Through a structured questionnaire survey of 120 organisations which have offered industrial training to construction students in the Accra, Kumasi and Cape Coast metropolitan areas of Ghana, the paper assessed industry's views on issues relating to the nature and objectives of industrial training, preparation towards training, performance of students during training, effectiveness of the training and areas of improvement. Data collected through the survey were analysed using largely descriptive statistics and content analysis.
Findings
In the opinion of the training organisations, industrial training exposes students to real work environment and helps them to apply theory to practice. During industrial training, the trainees showed high level of performance achievement in their ability to carry out instructions, ability to function as team players and ability to apply knowledge gained from the university among others. However, they showed a low level of performance achievement in negotiation skills, independence, social and multi‐racial awareness and ability to make decisions. Major areas requiring improvement in the way industrial training is currently organised include: the need for learning institutions to provide guidelines for industrial training for use by host organisations and to monitor trainees during industrial training; training organisations should design training programmes which emphasise all competencies, appoint industrial supervisors and submit industrial feedback to learning institutions.
Practical implications
The findings from the study will not only make industrial training programmes in Ghana and other developing countries more effective and successful towards the improvement of skills of trainees and thereby increase their chances of employment after graduation but also provide a reliable source of highly skilled and educated workers and an expanded pool of qualified future employees.
Originality/value
The paper provides a basis for enhancing and developing effective IT practices as well as providing indicators for evaluating existing IT practices in Ghanaian and other universities in developing countries to positively influence future employees of the construction industry.