A work integrated learning (WIL) framework to incorporate accounting graduate skills and attributes through accounting and business courses

Paper

Leong, Raymond and Kavanagh, Marie. 2010. "A work integrated learning (WIL) framework to incorporate accounting graduate skills and attributes through accounting and business courses." Campbell, Matthew (ed.) ACEN 2010: Work Integrated Learning (WIL): Responding to Challenges . Perth, Australia 29 Sep - 01 Oct 2010 Melbourne, Australia.
Paper/Presentation Title

A work integrated learning (WIL) framework to incorporate accounting graduate skills and attributes through accounting and business courses

Presentation TypePaper
AuthorsLeong, Raymond (Author) and Kavanagh, Marie (Author)
EditorsCampbell, Matthew
Journal or Proceedings TitleProceedings of the Australian Collaborative Education Network National Conference (ACEN 2010)
Number of Pages17
Year2010
Place of PublicationMelbourne, Australia
ISBN9780980570618
Web Address (URL) of Paperhttp://www.acen.edu.au/conferences/
Conference/EventACEN 2010: Work Integrated Learning (WIL): Responding to Challenges
Event Details
ACEN 2010: Work Integrated Learning (WIL): Responding to Challenges
Event Date
29 Sep 2010 to end of 01 Oct 2010
Event Location
Perth, Australia
Abstract

For many years, emphasis has been placed on the production of 'work ready' graduates competent in their disciplinary field and able to cope in a changing work environment. Graduates must be able to proactively navigate the world of work and self-manage the career building process. Universities are being placed under increasing pressure to produce employable graduates with governments making public funding for universities contingent upon demonstrable graduate outcomes. At USQ Springfield, undergraduate students in commerce and business have the opportunity to experience Work Integrated Learning (WIL) as part of their learning.

Through careful planning, implementation and assessments in three accounting/business courses in the WIL framework, students are encouraged to build essential knowledge and skills and enjoy a great education experience. They learn that to be successful in the working environment, they will need to be equipped with not only technical skills but transferable generic skills like communications, teamwork and problem-solving that can be applied to a variety of workplace situations.

This framework incorporates many aspects of employable skills and attributes expected of a university graduate from business and commerce programs. It narrows the expectations gap between industry and academia and produce graduates that are more readily employable, adaptable and positive contributors in the workplace.

Keywordswork integrated learning; framework; graduate skills; attributes; accounting;
ANZSRC Field of Research 2020350199. Accounting, auditing and accountability not elsewhere classified
390114. Vocational education and training curriculum and pedagogy
390103. Economics, business and management curriculum and pedagogy
Public Notes

Paper no 95.
Permanent restricted access to paper at Author's request.

Byline AffiliationsSchool of Accounting, Economics and Finance
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Willcoxson, Lesley, Manning, Mark, Wynder, Monte, Hibbins, Ray, Joy, Sally, Thomas, Jan, Leask, Betty, Girardi, Antonia, Sidoryn, Tristana, Cotter, Julie, Kavanagh, Marie, Troedson, David and Lynch, Bernadette. 2011. The whole of university experience: retention, attrition, learning and personal support interventions during undergraduate business studies. Sydney, Australia. Australian Learning and Teaching Council Limited.
Accounting for the future
Hancock, Phil, Howieson, Bryan, Kavanagh, Marie, Kent, Jenny, Tempone, Irene and Segal, Naomi. 2010. "Accounting for the future." Evans, Elaine, Burritt, Roger and Guthrie, James (ed.) Accounting education at a crossroads in 2010. Sydney, Australia. Institute of Chartered Accountants in Australia. pp. 54-62
Government outcomes: are residents and the community better off?
Hampson, Veronica M.-M. and Kavanagh, Marie. 2010. "Government outcomes: are residents and the community better off?" Giner, Begona (ed.) 33rd Annual Congress of the European Accounting Association. Istanbul, Turkey 19 - 21 May 2010 Brussels, Belgium.
Reflection of employability skills through work integrated learning activities in a first year accounting course
Leong, Raymond. 2010. "Reflection of employability skills through work integrated learning activities in a first year accounting course." Campbell, Matthew (ed.) ACEN 2010: Work Integrated Learning (WIL): Responding to Challenges . Perth, Australia 29 Sep - 01 Oct 2010 Melbourne, Australia.
A literature review of work integrated learning (WIL) in accounting: developments in the last decade and future directions
Leong, Raymond and Kavanagh, Marie. 2010. "A literature review of work integrated learning (WIL) in accounting: developments in the last decade and future directions." Campbell, Matthew (ed.) ACEN 2010: Work Integrated Learning (WIL): Responding to Challenges . Perth, Australia 29 Sep - 01 Oct 2010 Melbourne, Australia.
An assessment model in a business work integrated learning capstone project
Leong, Raymond and Kavanagh, Marie. 2010. "An assessment model in a business work integrated learning capstone project." Campbell, Matthew (ed.) ACEN 2010: Work Integrated Learning (WIL): Responding to Challenges . Perth, Australia 29 Sep - 01 Oct 2010 Melbourne, Australia.
Stakeholders' perspectives of the skills and attributes for accounting graduates
Kavanagh, Marie, Hancock, Philip, Howieson, Bryan, Kent, Jenny and Tempone, Irene. 2009. "Stakeholders' perspectives of the skills and attributes for accounting graduates." Segel, Naomi (ed.) 2009 Accounting and Finance Association of Australia and New Zealand Conference (2009 AFAANZ). Adelaide, Australia 05 - 07 Jul 2010 Melbourne, Australia. Accounting & Finance Association of Australia and New Zealand.
Publishing accounting education research
Kavanagh, Marie. 2004. "Publishing accounting education research." 2004 Accounting and Finance Association of Australia and New Zealand Conference (2004 AFAANZ). Alice Springs, Australia 04 - 06 Jul 2004 Melbourne, Vic, Australia. Accounting & Finance Association of Australia and New Zealand.
Graduate attributes and skills: are we as accounting academics delivering the goods?
Kavanagh, Marie and Drennan, Lyndal. 2007. "Graduate attributes and skills: are we as accounting academics delivering the goods?" 2007 Accounting and Finance Association of Australia and New Zealand Conference (2007 AFAANZ). Gold Coast, Australia 01 - 03 Jul 2007 Melbourne, Australia. Accounting & Finance Association of Australia and New Zealand.
What turns students on to accounting? Is it a matter of perceived image and personality?
Baxter, Peter J. and Kavanagh, Marie. 2008. "What turns students on to accounting? Is it a matter of perceived image and personality?" 2008 Accounting and Finance Association of Australia and New Zealand Conference (2008 AFAANZ). Sydney, Australia 06 - 08 Jul 2008 Carlton, Vic, Australia. Accounting & Finance Association of Australia and New Zealand.
Accounting for the future: more than numbers: a collaborative investigation into the changing skill set for professional accounting graduates over the next ten years and strategies for embedding such skills into professional accounting programs: Vols.1 and 2
Hancock, Philip, Howieson, Bryan, Kavanagh, Marie, Kent, Jenny, Tempone, Irene and Segal, Naomi. 2009. Accounting for the future: more than numbers: a collaborative investigation into the changing skill set for professional accounting graduates over the next ten years and strategies for embedding such skills into professional accounting programs: Vols.1 and 2. Perth, Western Australia. University of Western Australia.
Click go the students, click-click-click: the efficacy of a student response system for engaging students to improve feedback and performance
Mula, Joseph M. and Kavanagh, Marie. 2009. "Click go the students, click-click-click: the efficacy of a student response system for engaging students to improve feedback and performance." e-Journal of Business Education and Scholarship of Teaching. 3 (1), pp. 1-17.