Accounting Education and the Prerequisite Skills of Accounting Graduates: Are Accounting Firms’ Moving the Boundaries?

The current requisite skills of accounting graduates guide the graduate attributes delivered by university learning outcomes. A recent trend by Australian accounting firms to outsource accounting services may impact on accounting graduates if entry‐level tasks normally completed by graduates are sent to offshore processing centres. This study examines the impact of the outsourcing of accounting services by Australian accounting firms and classifies the current requisite skills for accounting graduates identified by accounting firms. Following a review of the current academic literature, a positivist approach using empirical data is taken in this paper. The responses elicited from a survey questionnaire mailed to a random sample of Australian accounting firms provide information for the data analysis. One of the most widely outsourced services identified is the preparation of income tax returns, which has been identified as a key area where graduate accountants normally learn the basic skills required to phase them into the profession. Accounting firms that considered the outsourcing of accounting services would change the 12 ranked prerequisite skills for graduates presented in this paper in order of importance.     

Perceptions of master of accountancy graduates concerning their job search and employment experiences with public accounting firms

The public accounting profession has been calling for a 150-hour education requirement for new entrants to the profession for over two decades. The rationale for increasing the entry-level education requirement is that since the business world is more dynamic and complex than ever before, new professionals need broader knowledge and skills to be able to cope. Graduates of master of accountancy (MSA) programs would appear to be the type of students that public accounting firms are seeking since they often have intellectual breadth gained through undergraduate degrees in areas other than accountancy, current technical competence in accountancy, and frequently have work experience. This paper reports the results of a study undertaken to determine the perceptions of MSA graduates concerning: (1) how recruiters from public accounting firms viewed their non-accounting academic backgrounds and work experience; (2) how well prepared they were for their first jobs in public accounting as compared to traditional undergraduate accounting majors; and (3) any bias they experienced during the hiring process. The results of this study indicate that although a majority of the respondents who desired careers in public accounting were able to secure jobs in the field, they believed it was harder for them to get jobs in public accounting than their peers with just undergraduate degrees. The majority did not feel that public accounting firms viewed their non-accounting academic backgrounds and work experience favorably. Although more than half believed that they were paid more than their peers who held only undergraduate degrees, less than half felt that they were given more responsibility. The results also indicate that older MSA graduates believed that they were subject to age bias during the interview process.     

UK PhD assessment in accounting and finance: social capital in action

Assessment lies at the centre of PhD degree quality standards, with quality assurance relying on independent external examiners. This study investigates the role of the viva and the selection of external examiners from within the accounting and finance discipline across UK institutions. A questionnaire survey and follow-up interviews with academics (299 respondents; 49 interviews) and recent PhD graduates (73 respondents; 18 interviews) were undertaken. Findings identify multiple viva roles including verification; academic career development; and assessment. External examiner selection is outcome-driven, and the independence of examiners is questionable when secured using the social capital existing between an examiner and supervisor. Supervisors and examiners jointly gate-keep the academic community within cliques, although at the viva stage new entrants are rarely excluded. The PhD assessment process offers the opportunity for rogue cliques to develop, driven by favourable outcomes in terms of personal benefits and costs, allowing new entrants of insufficient quality.     

The impact of Australian higher education policy changes on the production of PhDs in the field of accounting and finance

This article examines the growth in accounting and finance PhD graduates across all Australian universities from 1965 to 2006. It investigates the impact of the major changes that were initiated in 1988 in higher education in Australia with the introduction of the Unified National Scheme (UNS) and, in 2002, with the Research Training Scheme (RTS). A data set of PhD thesis records provides data of actual PhD completions, as distinct from enrolments. Analyses show that both the number of accounting and finance PhD completions and the dispersion of these PhD completions across Australian universities increased from 1988 with the introduction of the UNS. There is also evidence that the proportion of accounting and finance–related PhD completions relative to total Australian PhD completions increased from 1988. While there is strong statistical support for the effect of the UNS on PhD completions, this is not the case for the more recent changes associated with the Research Training Scheme (RTS).     

Accounting and Finance Graduate Employment Outcomes: Underemployment,Self‐employment and Managing Diversity

The employment landscape for new graduates is increasingly challenging due to rapid changes in automation and globalisation, coupled with softening labour markets arising from economic uncertainty. For accounting and finance, there is the added complexity of a shift away from traditional core responsibilities and evidence of marginalisation among certain groups within the professions. The study used national data (N = 40 141) to examine the employment outcomes of accounting and finance graduates in Australia. Findings indicate weak full‐time, short‐term employment outcomes among graduates with little variation in recent years. High levels of casual working were evidenced and the proportion of self‐employed was relatively low in comparison with the broader workforce and was dominated by male and older graduates. Of those working, 45% were not in graduate‐level employment. There were variations in patterns of employment and underemployment by individual characteristics. The study informs stakeholders of prevalent employment trends and determinants of postgraduation outcomes in accounting and finance graduates, in addition to insights into how these professions are progressing in managing diversity. Implications for stakeholders in relation to improving graduate employment outcomes, as well managing diversity, are discussed.     

The decline of the professionally-qualified accounting academic: Recruitment into the accounting academic community

The profile of the accounting academic has changed in recent years. The earliest academics were often recruited from the accountancy profession. Now the typical accounting academic recruit has a profile similar to the rest of the university, with the PhD being the qualification of choice. The reasons for this trend are examined using a cultural and institutional logics framework. The recruitment context and the institutional changes impacting on recruitment in accounting in academia are explored through the views of heads of department who have knowledge of both their institution’s recruitment policies and of the requirements of their discipline. As the research assessment process appears to be a driver of changing recruitment patterns, recruitment is considered in contrasting contexts: Scotland, where periodic research assessment takes place in both old and new universities, and the Republic of Ireland which does not have such a process. Despite differences in the views expressed by heads in these different contexts and differences in their research environments, the trend in all sectors is towards the recruitment (Scotland) or development (Republic of Ireland) of PhD holders rather than professionally qualified staff. The consequences for the nature of the discipline are discussed.     

Examining the Usefulness of an Accounting Work‐readiness Program as Perceived by Employed Program Graduates

This study investigates the usefulness of an Australian accounting work‐readiness program as perceived by international accounting graduates. Using logistic regression, the study reports the results of a survey of 186 graduates who completed the program in the period 2010–2013 and are now employed in either accounting or non‐accounting roles. The results show that graduates who were employed in an accounting role perceived internships and critical thinking skills to be the most useful curriculum components of the work‐readiness program in obtaining their employment. The findings have implications for various stakeholders, in particular educators and professional bodies involved in the curriculum design of the work‐readiness program. The government also has an interest in the value of this program as they grant visas for international students to study in Australia and fill a skills shortage in the profession. The results also provide insights for other Western economies that attract large numbers of international graduates as skilled migrants.     

Sustainability of the accounting and finance academic profession: students’ and supervisors’ views about the PhD supervision process

This study explores the research supervisory practices of accounting and finance PhD students at Australian and New Zealand universities. Given documented faculty shortages in the accounting and finance disciplines, such investigation is timely and relevant. In the context of student engagement with their community of academic practice and their intrinsic motivation related to individual competence and autonomy, situational adjustments are inevitable and explain some differences between students’ perceptions and supervisors’ expectations. Our findings demonstrate that, despite general satisfaction with the PhD supervision process, students articulated concerns regarding constructive feedback and pastoral care provided by their supervisors, as well as guidance regarding data analysis/statistics.     

The winnowing away of behavioral accounting research in the US: The process for anointing academic elites

This paper reports the results of a study of the most prolific publishers in the four recognized most prestigious journals in accounting for the period 1963 through 1999. The focus is on learning whether the widespread perception that behavioral accounting research (BAR) has diminished in significance as a prominent paradigm in the US accounting academy has any validity and to identify whether a new generation of US BAR researchers is emerging to join the academic elite. Based on the characteristics of persons who have appeared as authors five or more times during the study period, it seems that BAR is in recession in shaping the US academic agenda in accounting. The power of successful individuals to shape the academic agenda as evidenced by service on editorial boards of prominent journals is dominated by those individuals who are graduates of a set of elite schools utilizing a neoclassical economics based research paradigm. The power of this group seems to be growing in the US. In spite of the interest in BAR among accounting doctoral students and faculty, it is not a pursuit that now leads to academic status, which, in turn, diminishes its potential contribution towards the shaping of the accounting academic agenda.     

国外高校毕业生就业服务体系与启示

近些年,我国高校毕业生就业形势日趋严峻,受到了全社会的广泛关注。国外高校在解决就业问题方面已经形成了值得我国借鉴的经验和做法,尤其是成熟有效的毕业生就业服务体系,对于指导我国高校毕业生就业服务体系的建立健全,解决高校毕业生就业问题,具有重要意义。     

Twenty-one years of social and environmental accountability research: A coming of age

This study extends upon previous research into the profile and direction of social and environmental accounting research, analysing and critiquing 21 years of contemporary research in social and environmental accounting published particularly in four leading interdisciplinary accounting research journals covering the period 1988-2002 inclusive. It reflects upon selected seminal papers on the field, and presents an empirical analysis of SEA publication that updates Parker's (2005) findings. The prospect of a sharing of the territory between critical and managerialist approaches is envisaged, along with the application of multiple theoretical lenses. Social and environmental research show signs of more recent balancing between these two subject areas, while recent shifts in methodological approaches are increasingly emphasising the employment of content analysis/statistical relationships research and case/field/action/ethnograpic research. National practices/comparisons and regulations are leading topic areas occupying researchers. External disclosure, attitudinal studies and theoretical framework papers also attracted significant attention. The paper also overviews emerging research in three non-Anglo-Saxon countries and identifies leading and emerging scholars in the field. The SEA field exhibits considerable momentum, but is found to be largely driven by research and publishing infrastructure outside North American economics focussed research communities.     

Personality preferences of accounting and non-accounting graduates seeking to enter the accounting profession

The aim of this study is to investigate the relative personality preferences of accounting and non-accounting graduates seeking to enter the accounting profession. This study is motivated by the recent changes within the Australian accounting profession to encourage non-accounting graduates to enter the discipline, a key motivation for which is a perceived need to attract a greater diversity of individuals to pursue careers in accounting. Using the personality preferences (as measured using the Myers–Briggs Type Indicator [MBTI]) as an indicator of diversity, the results of this study signify that accounting and non-accounting graduates seeking to enter the accounting profession are likely to share similar personality preferences. The implications of this finding for a range of stakeholders associated with the accounting profession, and for matters such as stereotypical images of accountants, graduate recruitment, and university and professional curriculum development are discussed.     

A profile of recent doctoral graduates in accounting: Some guidance in what to expect

This article reports results of a survey of recent accounting doctoral graduates (1985 and 1986). The study profiles the graduates by summarizing their academic skills, background, and other personal information. It also summarizes the dollars and time successful graduates invested in earning doctoral degrees. Candidates, on average, completed all requirements within 5 years. Those candidates who spent the majority of their time at the institution where they studied were able to finish sooner. Candidates who chose to leave ABD took more time to finish their dissertations. Graduates of “higher-tier” schools were more likely to be employed by AACSB and doctoral-granting programs and to receive higher salaries.     

An assessment of patterns of co-authorship for academic accountants within premier journals: Evidence from 1979-2004

This study examines several important aspects of co-authorship by accounting researchers in premier journals for the years 1979-2004. Logistic regression analysis reveals that collaboration is growing significantly. This increasing trend of co-authorship is substantially greater in premier non-accounting journals than premier accounting journals. The extent of co-authorship within taxation research is notably less than financial, managerial, or auditing research. On the other hand, non-specialized articles have significantly higher co-authorship ratios. Meanwhile, trends of co-authorship are not statistically different between U.S. academic researchers and their international academic cohorts. However, co-authorship rates for non-academic researchers are significantly less than academic researchers which may indicate that the ‘publish or perish’ phenomena for academic researchers is a more significant factor of increased co-authorship rates than other universal factors, e.g., decreased cost of sophisticated communication technology. Also, we find no evidence of university tier level or doctoral granting status effects on the co-authorship ratios of researchers.     

Social mobility via elite placements: working class graduates in elite accounting and banking firms

ABSTRACT

Little research attention has been paid to the effect of yearlong placements in elite accounting firms and investment banks on the social mobility of working class graduates. Using the framework of Bourdieu, this paper examines the link between placements and employment destinations of eight cohorts of accounting and finance graduates from a non-elite British university. We find that elite professions are most likely to recruit graduates who have already gained the ‘right’ professional habitus through the successful completion of yearlong placements in the same elite firms in that particular field and/or with better degree averages. Social mobility of working class graduates taking an elite placement is evident after controlling for gender, age, ethnicity and degree average. The findings indicate that working class graduates need to consciously and continuously modify their class specific dispositions so that they can fully engage with higher education and elite placement experiences to achieve social mobility.     

Accounting and Finance Degrees: Is the Academic Performance of Placement Students Better?

The relationship between placement and academic performance on accounting and finance degrees is significantly under-researched. This paper examines the relationship between a number of factors, including placement, and academic performance as measured by average marks. Readily available data on placement status, gender, and prior achievement for the academic years ended 2004, 2005, and 2006 for students reading for an accounting and finance degree were used. Linear regression models were constructed using two versions of the data—one with all students in it and the second with graduates only. Placement students perform significantly better than full-time students do and, in the Graduates model, the female placement students perform significantly better than their male counterparts do. Most recent prior academic performance is significant in all models whereas gender had no separate significant effect on performance in the second and final years of the degree. The paper concludes with suggestions for further research into placement.     

关于普通高校毕业生就业问题的思考

近年来,党和政府出台各项政策,努力拓宽毕业生就业渠道,帮助大学生顺利就业。但是,目前普通高校大学生就业形势依然严峻。针对目前出现的各种情况,党和政府要加大支持力度,高校要继续推进高等教育改革,适应社会需求,毕业生要树立正确的就业观,积极提高自身就业竞争力,逐步走出目前就业难的困境。     

Excel in the accounting curriculum: perceptions from accounting professors

Public accounting firms emphasize the importance of accounting graduates being proficient in Excel. Since many accounting graduates often aspire to work in public accounting, a question arises as to whether there should be an emphasis on Excel in accounting education. The purpose of this paper is to specifically look at this issue by examining accounting faculty's perceptions of Excel in public accounting and accounting education. We survey 245 faculty members at over 100 accounting programs. We find that a majority of faculty incorporate Excel in their accounting classes consistent with their perception of Excel importance. However, we find that students are not fully proficient in Excel based on faculty's perceptions. This study contributes to the accounting education literature by identifying possible disconnections between Excel skills faculty include in the accounting curriculum and specific Excel skills faculty believe new hires (i.e. recent accounting graduates) most often use in public accounting.     

Producing Spaces for Academic Discourse: The Impact of Research Assessment Exercises and Journal Quality Rankings

This study examines the impact of national research assessment exercises (NRAEs) and associated journal quality rankings on the development, scope and sustainability of the academic journals in which accounting research is disseminated. The reported exploratory study focused on the United Kingdom (UK), Australia and New Zealand as three countries in which NRAEs are well developed or imminent. Data were collected via a survey of authors, interviews with journal editors, and feedback from publishers responsible for producing academic accounting journals.
The findings suggest that, despite cynicism around the reliability of published journal quality rankings, the entrenchment of NRAE 'rules' and journal quality perceptions has changed authors' submission choices and left lower ranked journals struggling with a diminished quantity and quality of submissions. A clear perception is that NRAEs have done little to improve the overall quality of the accounting literature, but are impeding the diversity, originality and practical relevance of accounting research.
Although strategies are suggested for meeting these challenges, they require strategic partnerships with publishers to enhance the profile and distribution of emerging journals, and depend on the willingness of accounting researchers to form supportive communities around journals that facilitate their research interests. The alternative may be a withering of the spaces for academic discourse, a stifling of innovation and a further entrenchment of current perceptions of what counts as 'quality' research.