With employers increasingly demanding a greater range of softer skills such as effective communication, the paper is intended to identify current accounting students' perspectives on soft skills, identify their self-assessed competence in the respective soft skills, and suggest ways in which accounting students can gain soft skills. We assessed students' level of perception/knowledge of soft skills, its' importance and their selfassessment of their level of possession of these skills. With a sample size of 313 participants, we found that there were fewer gaps in what students perceived as being important in the accounting profession and how prepared they are in fulfilling the expectations. In addition, we found that the universities were placing more emphasis on developing these soft skills that have shown to be beneficial in students' careers.
The demand for Master of Business Administration (MBA) education has increased tremendously over recent years.Having an MBA qualification is seen as a passport for a managerial role. The prestige of MBA education, however, has fluctuated. There have been numerous critiques of the MBA. This article examined the existing literature on perspectives of MBA faculty, MBA students, and employers on the effectiveness of MBA programs. So, from a student perspective, what are their expectations? Do their expectations get fulfilled? MBA faculty will frequently ponder if they are adequately preparing students to be leaders in organizations. Employers expect MBA graduates to excel in the workplace. In addition to the different perspectives, we offered several suggestions for greater success and satisfaction of students, faculty, and employers.
This article examines the practices around Competency-Based Education (CBE) in the U.S. by examining best practices and interviews with leaders at multiple academic institutions to understand strategies being used, identify strengths and opportunities of CBE initiatives. Furthermore, the research will also include discussions on implications for organizations using a CBE approach to training and development strategies, and how HR leaders can extrapolate from current practices in academic institutions to organizations.
Reflecting similar global business patterns, employees are continuously pursuing means to set themselves apart from their colleagues, including through education. With the advances in technology, availability of online business programs, marketing of university degrees, and the convenience offered through online education, there has been an explosive growth recently in online education, particularly for business degrees, both at the undergraduate and MBA levels. Overall enrollment in U.S. MBA programs has actually decreased in the past five years but enrollment in the online degrees continues to increase.Given the growth and emphasis in online MBA programs, there has to be measures of quality assurances and ensuring student success through learning outcomes and ability of students to develop the requisite competencies necessary to excel in organizations. Furthermore, Universities have to be using the relevant technologies, students have to demonstrate behaviors that would enable them to succeed in online programs, and faculties have to adapt teaching strategies. So, what actually fosters success and student satisfaction about MBA programs? This paper examines how online class interactions and quality of instructor online feedback can lead to successfully completing an online MBA course and subsequently the MBA program.
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