Communication Apprehension in Upper Level Accounting Students: An Assessment of Skill Development

Borzi, Mark G.; Mills, Timothy H.

doi:10.1080/08832320109601310

Cited by 55 publications

(37 citation statements)

References 8 publications

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“…Accounting practitioners have continuously criticized accounting graduates for generally lacking the comprehension of knowledge other than some specialized accounting subjects. In addition, most accounting graduates performed quite poorly in the areas of interpersonal communication, team work, analytical judgment, problem-solving, and so on (Borzi & Mills, 2001;Kimmel, 1995;Mohamed & Lashine, 2003;Packer, 2001;Thompson, 1995;Vessel & Thompson, 1992). Thus demands for changes in accounting education mounted continuously in the US and many other countries over the last two decades.…”

Section: Study Backgroundmentioning

confidence: 97%

A factor analysis on knowledge and skill components of accounting education: Chinese case

Lin

2008

Advances in Accounting

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Section: Study Backgroundmentioning

confidence: 97%

A factor analysis on knowledge and skill components of accounting education: Chinese case

Lin

2008

Advances in Accounting

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“…In addition, other generic skills could be considered by employers as key criteria in the recruitment of new accounting graduates, such as oral, written communication, listening skills (Novin and Pearson, 1989;Kim et al, 1993, Simons et al 1995Blaszczynski, 1999ACNielsen Research Sevices, 2000, Hassall et al, 2005and Borzi and Mills, 2001) and teamwork (Blaszczynski, 1999;ACNielsen Research Sevices, 2000;Borzi and Mills, 2001;Hassal and al., 2005). Moreover, it seems that these criteria are often desired.…”

Section: Literature Reviewmentioning

confidence: 99%

Skills and Attributes Needed for Success in Accounting Career: Do Employers’ Expectations Fit with Students’ Perceptions? Evidence from Tunisia

Klibi¹,

Oussii²

2013

IJBM

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Purpose -The aim of this article is to examine perceptions and expectations of two major stakeholders: students and employers of the importance of skills and attributes for securing entry-level employment in accounting.Design/methodology/approach -The authors conduct an empirical study using a list of 78 items, starting by comparing employers' expectations with students' perceptions concerning the set of technical and non technical skills required from accounting graduates to pursue a career in the accounting profession This study involving data collection from 81 accounting students in five business schools in Tunisia and 48 practitioners.Findings -Findings indicate that employers are seeking graduates who possess a diverse range of non-technical skills. However, accounting students perceive that it is rather technical skills which determine their abilities to pursue a career in the accounting profession.Practical implications -The paper's findings are of interest to several different parties, primarily the professional accounting body, universities and students.Originality/value -The paper describes an empirical study, conducted on a developing country, which provides a better understanding of new skills expected for future accountants in this changing business environment. The paper constitutes also a meaningful contribution to the accounting education literature, as it examines an interesting subject that has not yet been investigated in the Tunisian context.

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“…Frantz, Marlow and Wathen (2005) found a statistically significant difference between male and female undergraduate students at a liberal arts school with respect to their overall CA score. Similarly, Borzi and Mills (2001) found that the male participants experienced a higher level of CA than their female counterparts did. Focusing on a cross-sectional investigation of the CA of…”

Section: Literature Reviewmentioning

confidence: 93%

An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension Towards Their Instructors

Kavanoz¹

2017

ijlet

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Promoting higher communication efficiency among teacher candidates and acting as models are among the main professional responsibilities of teacher educators. This makes the task of teachers even more important in language education classes where students are prospective language teachers and their development as language teachers highly depend on the way teacher educators teach and communicate (Wen & Clément, 2003). This sequential mixed-method study examined Communication Apprehension (CA) levels of a convenience sample of pre-service language teachers at a state university with an emphasis on the influence of gender, year level, and achievement on CA towards lecturers. Given that CA is a psychological experience, a self-reported questionnaire, Communication Apprehension with the Lecturers Scale (CALS), (Eren-Gümüş & Kolburan-Geçer, 2008) was used for measuring participants' levels of CA with their instructors. In order to compare CA levels of students in each group, a cross-sectional survey design was selected (Creswell, 2002). Quantitative data were analyzed using descriptive analysis, independent samples t-test, ANOVA, and Pearson correlation coefficient. In addition to quantitative data analysis, the researcher purposefully elicited written comments of pre-service language teachers in order to gain deeper insights into the phenomenon. The data obtained through open-ended survey questions were subjected to qualitative content analysis. The findings indicate that communication should have a greater role in teacher education and teacher educators should refrain from exhibiting behaviors that can prevent prospective teachers from communicating with them.

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Communication Apprehension in Upper Level Accounting Students: An Assessment of Skill Development

Cited by 55 publications

References 8 publications

A factor analysis on knowledge and skill components of accounting education: Chinese case

A factor analysis on knowledge and skill components of accounting education: Chinese case

Skills and Attributes Needed for Success in Accounting Career: Do Employers’ Expectations Fit with Students’ Perceptions? Evidence from Tunisia

An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension Towards Their Instructors

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