Practitioner mentoring of undergraduate accounting students: helping prepare students to become accounting professionals

This study responds to ongoing challenges with recruiting quality graduate talent in the accounting/finance industry, critical given transforming labour market requirements. Drawing on Person‐Organisation Fit (POF) theory, we explore what attracts 475 Accounting/Finance students to graduate roles, their preferences for different organisation types, and influences on career decision‐making. Supporting earlier work, we evidence dominating preferences for ‘Big Four’ firms yet discern several appealing features of other organisational types and important intrinsic and extrinsic factors in decision‐making. Findings inform stakeholder strategies to support students for sustainable careers in different accounting/finance contexts and improve the recruitment outcomes of all organisation types in the industry.

Section: Discussionmentioning

confidence: 99%

Attracting accounting and finance graduate talent – beyond the Big Four

Jackson

Richardson

Michelson

et al. 2021

“…Several studies demonstrate the utility of embedding integrative learning into accounting education. This can be seen in accounting studies that focus on capstone courses (Stanley and Marsden, ), industry mentoring (Adler and Stringer, ) and the enhancement of generic skills (Sin et al ., ). Such studies acknowledge that ‘a holistic or integrated perspective needs to be sought, where creativity, design and integration are critical components of a future accounting curriculum’ (McGuigan, , p. 201).…”

Section: Integrative Learningmentioning

confidence: 99%

Transforming accounting curricula to enhance integrative learning

Dean

Perkiss

Misic

et al. 2018

Higher education is fundamental to the accounting profession. However, increased competition, the need to shape responsible global citizens and global influences impacting the profession have highlighted weaknesses in existing accounting curricula with regard to non-technical skills, professional values and ethics. This paper reports on an approach to improve student learning in a first-year undergraduate accounting subject through scholarship of teaching and learning and critical participatory action research. The paper highlights the importance of embedding opportunities for integrative learning in accounting curricula to enable students' developing professional competencies and lifelong learning. It also provides a model for accounting educators to enhance integrative capabilities in their courses through engagement with scholarly research on teaching.

“…Indeed, although Dany et al (2011) argue against reducing individuals to being ‘institutional automatons’ who follow pre‐ordained career scripts, the similarities in students' and ECAs' perceptions of career success infers the presence of a powerful set of ‘scripts’ about what constitutes career success in the profession. Increasing engagement among the profession, the industry's professional associations and higher education institutions may explain these scripts (Adler & Stringer, 2018) and is critical for preparing students for future work and career (Jackson & Meek, 2020).…”

Section: Discussionmentioning

confidence: 99%

Perceptions and experiences of career success among aspiring and early career accountants and the role of organisational support

Jackson

Richardson

Michelson

et al. 2022

Positive perceptions of career success are critical among accounting professionals, given their connection with performance, turnover and organisational commitment. Drawing on career stage theory, this study explores the perceptions and experiences of career success among 475 aspiring (Accounting/Finance students), 305 early career accountants (ECAs) and 165 managers/recruiters in Australia. Findings reflected both objective and subjective dimensions of career success alongside notable differences between aspiring accountants and ECAs, highlighting shifting views across the career stages of exploration and establishment. While ECAs were largely positive about their access to career success, managers/recruiters identified ways to create further opportunities for ECAs' career success.