Personal Skills Development in the Accounting Curriculum

Topics: Management, Higher education, Education Pages: 25 (7871 words) Published: August 24, 2013
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Accounting Education: An International Journal
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Personal skills development in the accounting curriculum
Bob Gammie , Elizabeth Gammie & Erica Cargill Published online: 05 Oct 2010.

To cite this article: Bob Gammie , Elizabeth Gammie & Erica Cargill (2002): Personal skills development in the accounting curriculum, Accounting Education: An International Journal, 11:1, 63-78 To link to this article:

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Accounting Education 11 (1), 63–78 (2002)

Personal skills development in the accounting curriculum
B OB G A M M I E* , E LI Z A BE TH G A M M I E and ER I C A CA R G I LL The Robert Gordon University, Scotland

Received: July 2001 Revised: September 2001 Accepted: October 2001

Downloaded by [Sun Yat-Sen University] at 05:15 02 June 2013 Today’s challenging economic situation means that it is no longer suf cient for a new graduate to have knowledge of an academic subject; increasingly it is necessary for students to gain those skills which will enhance their prospects of employment. For over a decade, a number of employers have been sounding warnings to the higher education sector that a ‘skills gap’ was emerging at the employer/graduate interface. This paper highlights one strategy that attempts to facilitate the development of transferable and managerial skills in an undergraduate accounting degree. Using a stakeholder approach the adequacy of current in-house provision, and a comparison of this with best practice in the sector, was undertaken. Analysis of the ndings resulted in the conclusion that skills development using an embedded delivery approach was insuf cient. Likewise, a dedicated skills module in Year 1 was also inadequate and an appropriate course needed to be developed and incorporated as a core module in Year 2 of the programme. The result of this has been the creation of a module entitled Business Enterprise Skills. Keywords: graduate skills, dedicated module

Introduction and relevant literature Today’s challenging economic situation means that it is no longer suf cient for a new graduate to have knowledge of an academic subject; increasingly it is necessary for students to gain those skills which will enhance their prospects of employment. Graduates are being asked to display far more than subject-speci c knowledge. They need to provide evidence that skills development activity has occurred during their higher education experience. Harvey et al. (1997), concluded that: . . . employers . . . no longer recruit simply on the basis of degree status. A degree might be necessary or desirable but employers are looking for a range of other attributes when employing and retaining graduates. (Harvey et al., 1997, p. 63) The UK...

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