Desirable generic attributes for accounting graduates into the twenty-first century: the views of employers

Article

Tempone, Irene, Kavanagh, Marie, Segal, Naomi, Hancock, Phil, Howieson, Bryan and Kent, Jenny. 2012. "Desirable generic attributes for accounting graduates into the twenty-first century: the views of employers." Accounting Research Journal. 25 (1), pp. 41-55. https://doi.org/10.1108/10309611211244519
Article Title

Desirable generic attributes for accounting graduates into the twenty-first century: the views of employers

ERA Journal ID19067
Article CategoryArticle
AuthorsTempone, Irene (Author), Kavanagh, Marie (Author), Segal, Naomi (Author), Hancock, Phil (Author), Howieson, Bryan (Author) and Kent, Jenny (Author)
Journal TitleAccounting Research Journal
Journal Citation25 (1), pp. 41-55
Number of Pages15
Year2012
PublisherEmerald
Place of PublicationUnited Kingdom
ISSN1030-9616
Digital Object Identifier (DOI)https://doi.org/10.1108/10309611211244519
Web Address (URL)https://www.emerald.com/insight/content/doi/10.1108/10309611211244519/full/html
Abstract

Purpose – The purpose of this paper is to determine the requirements of accounting graduates in relation to generic attributes. Employers have consistently maintained that graduates are deficient in this area. This Australia-wide, all-sector study addresses the issue by examining what employers mean when they make demands for universities and academics to deliver work-ready graduates.

Design/methodology/approach – Interviews (recorded, transcribed and analysed with NVivo) with employers, and accounting professional bodies were conducted to ascertain their views of their needs of accounting graduates into the future.

Findings – Employers held the generic attributes of communication, team work and self-management to be the most critical for graduates in the three areas of recruitment, training and ongoing employment. Demands on universities to deliver work-ready graduates are not homogeneous. Employers in different sectors construe the meaning of generic attributes in line with their specific needs.

Originality/value – The study was an original piece of work that gauged the opinions of professional accounting bodies and employers of accounting graduates across Australia and in all sectors of the accounting profession. The value of the study is to inform academics as to the ranked importance of generic attributes but also alert them to the different meanings that are assigned to these skills by employers in different sectors.

Keywordsaccounting graduates; Australia; communication; generic attributes; self-management; students; team working
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020350199. Accounting, auditing and accountability not elsewhere classified
350503. Human resources management
390103. Economics, business and management curriculum and pedagogy
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Byline AffiliationsSwinburne University of Technology
School of Accounting, Economics and Finance
University of Western Australia
University of Adelaide
Charles Sturt University
Institution of OriginUniversity of Southern Queensland
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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.
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.