Bridging the Gap: Engaging in Scholarship with Accountancy Employers to Enhance Understanding of Skills Development and Employability

Autor/in	Jones, Rob
Titel	Bridging the Gap: Engaging in Scholarship with Accountancy Employers to Enhance Understanding of Skills Development and Employability
Quelle	In: Accounting Education, 23 (2014) 6, S.527-541 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2014.965959
Schlagwörter	Accounting; Stopouts; Scholarship; Skill Development; Job Skills; Employment Potential; Education Work Relationship; Professionalism; Credibility; Work Attitudes; Case Studies; College Graduates; Employee Attitudes; Entry Workers; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Ausstieg; Scholarships; Stipendium; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Professionalität; Glaubwürdigkeit; Work attitude; Arbeitshaltung; Case study; Fallstudie; Case Study; Hochschulabsolvent; Hochschulabsolventin; Arbeitnehmerinteresse; Ausland
Abstract	This paper reports on the author's experiences of working with accountancy employers to develop a deeper understanding of skills development and employability in the accountancy profession. It notes that while there is a well-developed literature that examines skills development amongst university accounting students, there is also evidence of a gap between skills development in the university setting and the reported experiences of new entrants into the accountancy profession. The paper examines the nature of this gap and attempts to bridge it, using the experiences of working together with employers. The evidence from this study is that accountancy employers seek new recruits with the capacity to establish professional credibility amongst colleagues and clients through their attitudes and behaviours, something subtly different from much of the literature, which focuses on the importance of discrete generic skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01