Generic Skills Gap in Curricula: Are Thai Accounting Graduates Ready for the Contemporary Workplace?
Keywords:Generic skills, Accounting education, Thai university, Accounting curriculum
The impact of globalization and technology on business brought an enormous change in contemporary accounting activities and the role of accounting professionals. Such a major shift in their regular activities demands more generic/soft skills along with core accounting knowledge to perform professional tasks in today's competitive market. Keeping that in mind, this study identifies core generic skills for accounting graduates and readiness of the bachelor of accountancy programs to fulfill the market demand. This study has conducted in two phases, firstly, through a rigorous literature review five major generic skills are identified; secondly, by analyzing five universities' accounting curricula, the presence of those skills is investigated. Findings of this study indicate that major generic skills such as communication techniques, leadership skill, IT literacy, analytical and decision-making skills and ethical and moral values are still not sufficient in the curriculum of the accounting programs of most of the educational institutes in Thailand which eventually devaluate the quality of the graduates in the job market. Besides, exploring the gap in the curriculum, this study also recommends that educational institutions in Thailand offering accounting programs should review their programs to match the generic skill requirement of the job market.
Adkins, N., & Radtke, R. R. (2004). Students' and faculty members' perceptions of the importance of business ethics and accounting ethics education: Is there an expectations gap?. Journal of Business Ethics, 51(3), 279-300.
Albin, M. J., & Crockett, J. R. (1991). Integrating necessary skills and concepts into the accounting curriculum. Journal of Education for Business, 66(6), 325-327.
Albrecht, W. S., & Sack, R. J. (2000). Accounting education: Charting the course through a perilous future (Vol. 16). Sarasota, FL: American Accounting Association.
Barac, K. (2009). South African training officers' perceptions of the knowledge and skills requirements of entry-level trainee accountants. Meditari: Research Journal of the School of Accounting Sciences, 17(2), 19-46.
Beverley J., & De Lange, P. (2009). Do Accounting Graduatesâ€™ Skills Meet The Expectations of Employers? A Matter of Convergence or Divergence. Accounting Education: an international journal, 18, 4-5, 369-385, DOI: 10.1080/09639280902719341
Birrell, B. J. (2006). The Changing Face of the Accounting Profession in Australia. Melbourne Vic Australia: CPA Australia
Bui, B., & Porter, B. (2010). The expectation-performance gap in accounting education: An exploratory study. Accounting Education: an international journal, 19(1-2), 23-50.
Carr, D., Herman, E., Zarotney-Keldsen, S., Miller, J. & Wakefield, P. (2006). The team learning assistant workbook. Boston, MA, USA: McGraw-Hill Irwin
Certified Management Accountants (CMA). (2006). Competency framework and map for the CMA profession. London: CMA.
CMA, vide Certified Management Accountants.
Coetzee, M. (2014). Measuring student graduateness: Reliability and construct validity of the Graduate Skills and Attributes Scale. Higher Education Research & Development, 33(5), 887-902.
Cooper, C. (2002). Critical accounting in Scotland. Critical Perspectives on Accounting, 13(4), 451-462.
De Villiers, R. (2010), The incorporation of soft skills into accounting curricula: preparing accounting graduates for their unpredictable futures. Meditari Accountancy Research, 18(2), 1â€“22.
Elliot, R. K., & Jacobson, P. D. (2002). The evolution of the knowledge professional. Accounting Horizons, 16(1): 69â€“80
Ferguson, J., Collison, D., Power, D., & Stevenson, L. (2005). What are recommended accounting textbooks teaching students about corporate stakeholders?. The British Accounting Review, 37(1), 23-46.
Gallivan, M. J., Truex III, D. P., & Kvasny, L. (2004). Changing patterns in IT skill sets 1988-2003: a content analysis of classified advertising. ACM SIGMIS Database: the DATABASE for Advances in Information Systems, 35(3), 64-87.
Gammie, B., Gammie, E., & Cargill, E. (2002). Personal skills development in the accounting curriculum. Accounting Education, 11(1), 63-78.
Gray, F. E., & Murray, N. (2011). â€˜A distinguishing factorâ€™: oral communication skills in new accountancy graduates. Accounting Education, 20(3), 275-294.
Hassall, T, Joyce, J, Montano, JLA & Anes, JAD. 2003. The vocational skills gap for management accountants: The stakeholdersâ€™ perspectives. Innovations in Education and Teaching International, 40(1):78â€“88.
Hassall, T., & Joyce, J. (2001). Approaches to learning of management accounting students. Education+ Training, 143(3), 145-153
Hassall, T., Joyce, J., Montano, J. L. A., & Anes, J. A. D. (2001). The Employers' Priorities: Vocational Skills and Capabilities for Management Accountants. Industry and Higher Education, 15(6), 421-429.
Howieson, B. (2003). Accounting practice in the new millennium: is accounting education ready to meet the challenge?. The British Accounting Review, 35(2), 69-103.
IFAC, vide International Federation of Accountants.
International Federation of Accountants (IFAC). (2003). International education standard (IES) 3: Professional skills. New York (NY): IFAC.
Jackling, B., & De Lange, P. (2009). Do accounting graduatesâ€™ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education: an international journal, 18(4-5), 369-385.
Jones, G., & Abraham, A. (2007). Education implications of the changing role of accountants: perceptions of practitioners, academics and students.NSW: University of Wollongong
Kavanagh, M. H., & Drennan, L. (2008). What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations. Accounting & Finance, 48(2), 279-300.
McPhail, K. (2001). The other objective of ethics education: Re-humanising the accounting professionâ€“a study of ethics education in law, engineering, medicine and accountancy. Journal of Business Ethics, 34(3-4), 279-298.
Montano, D., Reeske, A., Franke, F., & HÃ¼ffmeier, J. (2017). Leadership, followers' mental health and job performance in organizations: A comprehensive metaâ€analysis from an occupational health perspective. Journal of Organizational Behavior, 38(3), 327-350.
Petrecca, L. (2002). Conduct enters the curriculum: Law, business schools respond to scandals, revamp. Crainâ€™s New York Business, September, 23.
SAICA, vide South African Institute of Chartered Accountants.
Sikka, P., Haslam, C., Kyriacou, O., & Agrizzi, D. (2007). Professionalizing claims and the state of UK professional accounting education: some evidence. Accounting Education: an international journal, 16(1), 3-21.
Sin, S & Reid, A. 2006. Developing generic skills in accounting: Resourcing and reflecting on trans-disciplinary research and insights. Coldstream, VIC: Australian Association for Research in Education.
South African Institute of Chartered Accountants (SAICA). 2008. Competency framework: Competencies of a chartered accountant (SA) at entry point to the profession. Johannesburg: SAICA.
Tempone, I., Kavanagh, M., Segal, N., Hancock, P., Howieson, B., & Kent, J. (2012). Desirable generic attributes for accounting graduates into the twentyâ€first century. Accounting Research Journal, 25(1), 41-55
Webb, J., & Chaffer, C. (2016). The expectation performance gap in accounting education: A review of generic skills development in UK accounting degrees. Accounting Education, 25(4), 349-367, DOI: 10.1080/09639284.2016.1191274
Webb, J., & Chaffer, C. (2016). The expectation performance gap in accounting education: A review of generic skills development in UK accounting degrees. Accounting Education, 25(4), 349-367.
Weber, M. R., Finley, D. A., Crawford, A., & Rivera Jr, D. (2009). An exploratory study identifying soft skill competencies in entry-level managers. Tourism and hospitality Research, 9(4), 353-361.
Wellington, J. K. (2005). The" soft skills" of success. Vital speeches of the day, 71(20), 628.
Wells, P., Gerbic, P., Kranenburg, I., & Bygrave, J. (2009). Professional skills and capabilities of accounting graduates: The New Zealand expectation gap? Accounting Education, 18(4â€“5), 403â€“420.