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Yıl 2020, Cilt: 11 Sayı: 1, 98 - 100, 30.07.2020

Sinem Ates

https://doi.org/10.17261/Pressacademia.2020.1248

Öz

Kaynakça

  • Adecco Group North America. (2013) The Skills Gap and the State of the Economy, Retrieved May 13, 2020, from http://blog.adeccousa.com/the-skills-gap-and-the-state-of-the-economy.
  • American Institute of Certified Public Accountants (AICPA). 1999. The AICPA Pre-certification Core Competency Framework, Retrieved May 13, 2020, from https://www.aicpa.org/content/dam/aicpa/interestareas/accountingeducation/resources/downloadabledocuments/aicpa-pre-certification-core-compentency-framework.pdf.
  • Boyce, G., Williams, S., Kelly, A., Yee, H. (2001). Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education. Accounting Education, 10(1): 37-60.
  • Byrne, D., Lees, D. (2018). Finance and Accounting—Beyond the Numbers with Self-Leadership. E. Conway, D. Byrne (Eds.), Contemporary Issues in Accounting (pp. 15-35). Cham, Switzerland: Palgrave Macmillan.
  • De Villiers, R. (2010). The incorporation of soft skills into accounting curricula: preparing accounting graduates for their unpredictable futures. Meditari: Research Journal of the School of Accounting Sciences, 18(2): 1-22.
  • Douglas, S., Gammie, E. (2019). An investigation into the development of non-technical skills by undergraduate accounting programmes. Accounting Education, 28(3): 304-332.
  • Hiller, K., Mahlendorf, M. D., & Weber, J. (2014). Management accountants’ occupational prestige within the company: A social identity theory perspective. European Accounting Review, 23(4): 671-691.
  • International Federation of Accountants (IFAC). (2003). International Education Standard 3, Initial Professional Development – Professional Skills (Revised). IFAC: New York. Retrieved May 12, 2020, from https://www.ifac.org/system/files/publications/files/IAESB-IES-3-Professional-skills.pdf.
  • International Federation of Accountants. (2010). Handbook of international education pronouncements. Retrieved May 18, 2020, from http://www.ifac.org/publications-resources/handbook-international-education-pronouncements-2010-edition.
  • Jackling, B., De Lange, P. (2009). Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education: An International Journal, 18(4-5): 369-385.
  • Klaus, P. (2010). Communication breakdown. California Job Journal, 28: 1-9.
  • Pathways Commission. (2012). Charting a national strategy for the next generation of accountants. Sarasota, FL and New York, NY: American Accounting Association and American Institute of CPAs Retrieved May 18, 2020, from http://commons.aaahq.org/files/0b14318188/Pathways_Commission_Final_Report_Complete.pdf.
  • Rebele, J. E., Pierre, E. K. S. (2019). A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge. Journal of Accounting Education, 48: 71-79.
  • Speziale, H. S., Streubert, H. J., Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. Lippincott Williams & Wilkins.

HOW TO IMPROVE SOFT SKILLS OF ACCOUNTING STUDENTS

Yıl 2020, Cilt: 11 Sayı: 1, 98 - 100, 30.07.2020

Sinem Ates

https://doi.org/10.17261/Pressacademia.2020.1248

Öz

Purpose- The purpose of this study is to highlight the views and suggestions of undergraduate students regarding the need for and alternative ways of integration of soft skills into the accounting curriculum.
Methodology- The answers to open-ended questions in a self-reporting questionnaire conducted to the final year students in the department of business administration were analysed through a descriptive phenomenological approach.
Findings- The main results reveal that most of the students who attend this research think that the accounting curriculum should not cover only technical issues but also include some extra modules to improve the soft skills (critical thinking, verbal communication, written communication, interpersonal skills, team-working, time management, stress management, listening and so on) of accounting students. The most preferred method of improving the soft skills of accounting students is determined as a stand-alone “Project Module” which involves working with the professionals at the relevant organizations. They think that, besides encouraging the development of soft skills, such a Project Module would provide permanent technical information and a chance to see whether the student is interested in the accounting profession.
Conclusion- Based on the findings it can be concluded that accounting students are aware of the employers’ requirement of soft skills and expect to gain these soft skills during their graduate education. The findings of this study should prompt the academic community and the accounting curriculum should be revised to be aligned with the expectations of accounting students and employers.

Anahtar Kelimeler

accounting curriculum soft skills accounting education technical information social skills

Kaynakça

  • Adecco Group North America. (2013) The Skills Gap and the State of the Economy, Retrieved May 13, 2020, from http://blog.adeccousa.com/the-skills-gap-and-the-state-of-the-economy.
  • American Institute of Certified Public Accountants (AICPA). 1999. The AICPA Pre-certification Core Competency Framework, Retrieved May 13, 2020, from https://www.aicpa.org/content/dam/aicpa/interestareas/accountingeducation/resources/downloadabledocuments/aicpa-pre-certification-core-compentency-framework.pdf.
  • Boyce, G., Williams, S., Kelly, A., Yee, H. (2001). Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education. Accounting Education, 10(1): 37-60.
  • Byrne, D., Lees, D. (2018). Finance and Accounting—Beyond the Numbers with Self-Leadership. E. Conway, D. Byrne (Eds.), Contemporary Issues in Accounting (pp. 15-35). Cham, Switzerland: Palgrave Macmillan.
  • De Villiers, R. (2010). The incorporation of soft skills into accounting curricula: preparing accounting graduates for their unpredictable futures. Meditari: Research Journal of the School of Accounting Sciences, 18(2): 1-22.
  • Douglas, S., Gammie, E. (2019). An investigation into the development of non-technical skills by undergraduate accounting programmes. Accounting Education, 28(3): 304-332.
  • Hiller, K., Mahlendorf, M. D., & Weber, J. (2014). Management accountants’ occupational prestige within the company: A social identity theory perspective. European Accounting Review, 23(4): 671-691.
  • International Federation of Accountants (IFAC). (2003). International Education Standard 3, Initial Professional Development – Professional Skills (Revised). IFAC: New York. Retrieved May 12, 2020, from https://www.ifac.org/system/files/publications/files/IAESB-IES-3-Professional-skills.pdf.
  • International Federation of Accountants. (2010). Handbook of international education pronouncements. Retrieved May 18, 2020, from http://www.ifac.org/publications-resources/handbook-international-education-pronouncements-2010-edition.
  • Jackling, B., De Lange, P. (2009). Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education: An International Journal, 18(4-5): 369-385.
  • Klaus, P. (2010). Communication breakdown. California Job Journal, 28: 1-9.
  • Pathways Commission. (2012). Charting a national strategy for the next generation of accountants. Sarasota, FL and New York, NY: American Accounting Association and American Institute of CPAs Retrieved May 18, 2020, from http://commons.aaahq.org/files/0b14318188/Pathways_Commission_Final_Report_Complete.pdf.
  • Rebele, J. E., Pierre, E. K. S. (2019). A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge. Journal of Accounting Education, 48: 71-79.
  • Speziale, H. S., Streubert, H. J., Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. Lippincott Williams & Wilkins.
Toplam 14 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Finans, İşletme
Bölüm Makaleler
Yazarlar

Sinem Ates 0000-0002-9999-3799

Yayımlanma Tarihi 30 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 11 Sayı: 1

Kaynak Göster

APA Ates, S. (2020). HOW TO IMPROVE SOFT SKILLS OF ACCOUNTING STUDENTS. PressAcademia Procedia, 11(1), 98-100. https://doi.org/10.17261/Pressacademia.2020.1248
AMA Ates S. HOW TO IMPROVE SOFT SKILLS OF ACCOUNTING STUDENTS. PAP. Temmuz 2020;11(1):98-100. doi:10.17261/Pressacademia.2020.1248
Chicago Ates, Sinem. “HOW TO IMPROVE SOFT SKILLS OF ACCOUNTING STUDENTS”. PressAcademia Procedia 11, sy. 1 (Temmuz 2020): 98-100. https://doi.org/10.17261/Pressacademia.2020.1248.
EndNote Ates S (01 Temmuz 2020) HOW TO IMPROVE SOFT SKILLS OF ACCOUNTING STUDENTS. PressAcademia Procedia 11 1 98–100.
IEEE S. Ates, “HOW TO IMPROVE SOFT SKILLS OF ACCOUNTING STUDENTS”, PAP, c. 11, sy. 1, ss. 98–100, 2020, doi: 10.17261/Pressacademia.2020.1248.
ISNAD Ates, Sinem. “HOW TO IMPROVE SOFT SKILLS OF ACCOUNTING STUDENTS”. PressAcademia Procedia 11/1 (Temmuz 2020), 98-100. https://doi.org/10.17261/Pressacademia.2020.1248.
JAMA Ates S. HOW TO IMPROVE SOFT SKILLS OF ACCOUNTING STUDENTS. PAP. 2020;11:98–100.
MLA Ates, Sinem. “HOW TO IMPROVE SOFT SKILLS OF ACCOUNTING STUDENTS”. PressAcademia Procedia, c. 11, sy. 1, 2020, ss. 98-100, doi:10.17261/Pressacademia.2020.1248.
Vancouver Ates S. HOW TO IMPROVE SOFT SKILLS OF ACCOUNTING STUDENTS. PAP. 2020;11(1):98-100.

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