University versus Practice

Romburgh, Henriëtte van; Merwe, Nico Van der

doi:10.5367/ihe.2015.0244

Cited by 22 publications

(7 citation statements)

References 26 publications

(51 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, education providers can offer personalized learning according to learners' skill gaps and approaches to learning [58]. In line with that, many articles emphasize the importance of practice-oriented, hands-on, interactive learning experiences, such as learning factories, work-integrated learning programmes, and workbased learning [40,42,55,56,59,60] by e.g., apprenticeships, hands-on workshops on trending topics becoming more important in the company and participation in online training [29]. However, [46] points out that education shouldn't be too narrowly tailored to prepare for certain job workplaces or jobs since it makes the use of this particular education quite inflexible.…”

Section: Resultsmentioning

confidence: 96%

Bridging Skill Gaps – A Systematic Literature Review of Strategies for Industry

Braun,

Rikala,

Järvinen

et al. 2024

Advances in Transdisciplinary Engineering

View full text Add to dashboard Cite

Industries are facing extensive needs for both digital and green transitions. Adding to the challenges, environmental crises, a recent pandemic, and military conflicts are forming a “perfect storm”. Consequently, companies need to rapidly adapt to new requirements and create resilient, sustainable, and human-centric solutions, a combination often called industry 5.0. A highly skilled workforce is required, where “right-skilled” employees will drive successful technology adoption and business transformation. Unfortunately, many companies face skill gaps, causing a slowdown in productivity and sustainable development. Fully bridging the skills gaps is not achievable only through recruiting of young talent. Ongoing demographic changes are causing a decrease in the working population, making hiring harder and increasing industry competition for existing talent. Upskilling existing workforces is a natural solution to bridge the skill gaps. This paper presents the results from a systematic literature review conducted in January 2023 using the PRISMA method. The study included 40 articles and thematically analyzed solutions for bridging skill gaps. Identified solutions address employers, employees, education providers, students, job seekers, researchers, and policymakers. Results highlighted that collaboration between stakeholders potentially helps bridge skill gaps in industry. Employees requiring upskilling need to understand what skills are relevant, and how they can absorb state-of-the-art knowledge and learn new skills. Employers should support their employees, supply relevant resources, and define clear skill requirements. Education providers on the other hand, must adapt to changing industrial business needs and gradually adapt traditional curricula, in parallel with regular education. Academia and industry collaboration is vital. Thus, flexible and rapid training and re-training solutions and approaches are needed, not just on-off activities. The main contribution of this paper is to review actions that employers, employees, education providers, researchers, students, job seekers, and policymakers need to take to bridge skill gaps. This analysis can be used by industrial practitioners, policymakers, and education providers to work with strategies to bridge skill gaps in their business and in their work. The theoretical implication of this work is the acknowledgement of the existing skill gap and the synthesis of actions for stakeholders. The article can be used to set future research directions to get closer insights into the derived challenges and success factors when bridging skill gaps.

show abstract

Section: Resultsmentioning

confidence: 96%

Bridging Skill Gaps – A Systematic Literature Review of Strategies for Industry

Braun,

Rikala,

Järvinen

et al. 2024

Advances in Transdisciplinary Engineering

View full text Add to dashboard Cite

show abstract

“…Stakeholders' expectations regarding which professional skills accounting graduates should possess have been widely investigated (Abayadeera & Watty, 2014;Jackling & Watty, 2010;Naidoo, Jackling, Oliver & Prokofieva, 2011) but limited research has been done on their technical knowledge expectations (Barac, 2009c;Joubert et al, 2009). It was however reported that graduates are unable to apply their technical knowledge in practice (Van Romburgh & Van der Merwe, 2015). Below follows a summary of previous research relating to the various accountancy-focused subject areas and courses, including financial accounting and reporting, taxation and audit and assurance.…”

Section: Previous Researchmentioning

confidence: 99%

“…The ITC is written at the completion of aspiring professional accountants' education programmes, at the start of trainee accountants' practical training programmes SAICA, not dated b;SAICA, 2014) at registered training offices. These training offices can either be at audit firms, classified as small, medium or large audit firms, or at companies in commerce and industry (Barac, 2009b;Van Romburgh & Van der Merwe, 2015). The Framework Summary of Detailed Guidance for the Academic Programme is used by educators to identify those competencies that trainee accountants entering into their training programmes should already have mastered.…”

Section: Introductionmentioning

confidence: 99%

“…The technical knowledge expected from accounting graduates has been investigated and reported on in a number of countries. These studies have looked at the various accountancy-focused subject areas and courses, including financial accounting and reporting, taxation and audit and assurance (Awayiga, Onumah & Tsamenyi, 2010;Bui & Porter, 2010;Hancock, Howieson, Kavanagh, Kent, Templone & Segal, 2009;Jackling & De Lange, 2009;Joubert et al, 2009;Kavanagh & Drennan, 2008;Uyar & Gungormus, 2011;Van Romburgh & Van der Merwe, 2015). It has been reported that in general, practitioners expected graduates to have basic technical knowledge (Hancock et al, 2009), and that firm size has an effect on the depth of understanding of technical knowledge expected from graduates (Bui & Porter, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the audit capabilities expectation-performance gap of newly employed first-year trainee accountants in Gauteng: Audit managers at large firms’ perceptions

Kunz

Jager

2019

South African Journal of Accounting Research

View full text Add to dashboard Cite

The objective of the paper is to determine the relative size of the expectation-performance gap of technical auditing and assurance knowledge of newly employed first year trainee accountants. In a study dealing with the expectation-performance gap in accounting education it was reported that according to practitioners, graduates were not able to demonstrate the expected practical accounting knowledge. This gives rise to the question: is the gap really as big as practitioners would like academic institutions to believe? As the relative extent of the gap will now be determined, the findings could assist audit and assurance academics in understanding accounting practitioners' expectations of and concerns about newly employed first year trainee accountants, which as a result could be addressed in their education practices.In addition training at training offices at audit firms could be customised to focus on the areas in which the newly employed first year trainee accountants are lacking.A questionnaire was used to determine audit managers' perceptions regarding their expectations and their perceptions regarding the actual levels of capability demonstrated by newly employed first year trainee accountants when performing technical audit and assurance tasks where after the relative size of the expectation-performance gap was determined. The findings indicated that audit managers do not expect newly employed first year trainee accountants to be capable of performing any of the identified technical audit and assurance tasks without, or with only limited supervision but despite this rather low expectation, it was evident that newly employed first year trainee accountants do not meet audit managers' expectations. The technical audit and assurance task with the largest expectation-performance gap was the ability of newly employed first year trainee accountants to consider and document the need to use computer assisted audit techniques to gather audit evidence, with an expectation-performance gap of 28.9%.

show abstract

“…In addition to teaching accounting rules and concepts, educators need to improve practical skills so as to help students understand and remember rules better. It will also facilitate the achievement of other goals of accounting education, such as developing thinking skills, communication and problem-solving skills, and the ability to learn lifelong [13].…”

Section: Introductionmentioning

confidence: 99%

Designing the Worksheet Book to Support the Implementation of Flipped Classroom in Introduction to Accounting Course

Nugraheni,

Sukirno,

Hendrowibowo

et al. 2023

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

This worksheet was designed as a part of the development of flipped classroom (FC) model to enhance students' critical thinking skills in Introduction to Accounting course. The worksheet book was designed as an appropriate media for learning accounting cycle for students in Introduction to Accounting class. This paper focuses on how the design of worksheet book looks like, what kinds of learning activities are facilitated, and the result of expert validation. The procedure of designing the worksheet adopted the steps of system approach to instructional learning program design by Dick and Carey, especially step one to nine, namely from identifying instructional goals to formative evaluation. The formative evaluation was conducted in expert validation. The design of worksheet adopted the characteristics of FC model which facilitate student learning activities outside and inside the classroom. The learning syntax of the FC model that has been developed consists of six steps, namely connection, quiz, exploration, construction, reflection, and expression. The learning activities that are facilitated with worksheets are independent study, preparing discussions, and applying the understanding of the materials by doing exercises and cases in groups. The result of the expert validation showed that the worksheet book was appropriate to be used as the media for Introduction to Accounting course that implement FC model .

show abstract

University versus Practice

Cited by 22 publications

References 26 publications

Bridging Skill Gaps – A Systematic Literature Review of Strategies for Industry

Bridging Skill Gaps – A Systematic Literature Review of Strategies for Industry

Exploring the audit capabilities expectation-performance gap of newly employed first-year trainee accountants in Gauteng: Audit managers at large firms’ perceptions

Designing the Worksheet Book to Support the Implementation of Flipped Classroom in Introduction to Accounting Course

Contact Info

Product

Resources

About