TY - BOOK

T1 - Perceived experiences of preparing accounting students with digital skills for the workplace

T2 - An exploratory grounded approach study at a newly formed Technological University in Ireland

AU - Gorman, Geraldine

PY - 2024/2/7

Y1 - 2024/2/7

N2 - Accounting education has been criticised for ill-equipping graduates forprofessional employment, with calls for accounting students to have a broaderrange of skills, particularly digital skills on entering the workplace. Digital skillsare an important employability skill, yet employers repeatedly state thataccounting graduates entering the workplace do not have the necessary digitalskills to carry out their roles effectively. Accounting educators in highereducation have differing views on the level of importance placed on digital skillscovered in accounting programmes. The differing views between the level ofskills employers expect and what accounting educators are covering in highereducation are currently misaligned. Although a certain degree of misalignmentis anticipated, this gap is expanding to the extent of resembling a “gaping hole”.This study uses a grounded approach, an approach not used in previousstudies in this area, to analyse data from the most influential stakeholders inenacting change in higher education accounting curriculums – teaching staff onprogrammes. Using this approach allowed for a comprehensive answering ofthe research questions where no predetermined outcomes were anticipated,and common themes emerged from the data during the analysis process.This study highlights the challenges of implementing digital skills in accountingprogrammes, with the most influential factor in the process being the pressureon staff to obtain professional exemptions from professional accounting bodies. Other challenges were also identified in integrating digital skills into highereducation accounting education, such as the lack of resources and institutionalsupport, uneven distribution of digital skills modules in course design ie frontloading modules in Year 1 of programmes, and limitations in including workplacement on programmes. It concludes that it is necessary to scrutinise theconnections between higher education institutions, professional accountingbodies, and employers. Presently, professional accounting bodies wieldsignificant influence in higher education, while employers’ engagement islacking. This research proposes that establishing a more equitable andorganised collaboration among these three entities in a formal manner, wouldenhance these relationships in the future and foster more sustainableoutcomes. This collaboration would subsequently boost flexibility and createspace for the integration of essential digital skills for accounting students whoare entering today's workforce.

AB - Accounting education has been criticised for ill-equipping graduates forprofessional employment, with calls for accounting students to have a broaderrange of skills, particularly digital skills on entering the workplace. Digital skillsare an important employability skill, yet employers repeatedly state thataccounting graduates entering the workplace do not have the necessary digitalskills to carry out their roles effectively. Accounting educators in highereducation have differing views on the level of importance placed on digital skillscovered in accounting programmes. The differing views between the level ofskills employers expect and what accounting educators are covering in highereducation are currently misaligned. Although a certain degree of misalignmentis anticipated, this gap is expanding to the extent of resembling a “gaping hole”.This study uses a grounded approach, an approach not used in previousstudies in this area, to analyse data from the most influential stakeholders inenacting change in higher education accounting curriculums – teaching staff onprogrammes. Using this approach allowed for a comprehensive answering ofthe research questions where no predetermined outcomes were anticipated,and common themes emerged from the data during the analysis process.This study highlights the challenges of implementing digital skills in accountingprogrammes, with the most influential factor in the process being the pressureon staff to obtain professional exemptions from professional accounting bodies. Other challenges were also identified in integrating digital skills into highereducation accounting education, such as the lack of resources and institutionalsupport, uneven distribution of digital skills modules in course design ie frontloading modules in Year 1 of programmes, and limitations in including workplacement on programmes. It concludes that it is necessary to scrutinise theconnections between higher education institutions, professional accountingbodies, and employers. Presently, professional accounting bodies wieldsignificant influence in higher education, while employers’ engagement islacking. This research proposes that establishing a more equitable andorganised collaboration among these three entities in a formal manner, wouldenhance these relationships in the future and foster more sustainableoutcomes. This collaboration would subsequently boost flexibility and createspace for the integration of essential digital skills for accounting students whoare entering today's workforce.

U2 - 10.17635/lancaster/thesis/2252

DO - 10.17635/lancaster/thesis/2252

M3 - Doctoral Thesis

PB - Lancaster University

ER -