Document Type
Journal Article
Publication Title
Accounting Education
ISSN
09639284
First Page
1
Last Page
23
Publisher
Taylor and Francis
School
School of Business and Law
RAS ID
31962
Funders
Edith Cowan University
Abstract
© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. There is increasing pressure on higher education institutions to better prepare students for future work, augmented by widespread measurement of their performance using graduate employment metrics. Accounting is no exception with growing attention on whether, and in what ways, accounting curricula is aligning to labor market demands. This paper considers the importance of career preparedness among accounting students and higher education institutions’ effectiveness in achieving graduate outcomes that meet the needs of the profession. It contemplates the challenges in preparing accounting students for contemporary work and explores current practice in authentic and practical learning, particularly emergent forms of work-integrated learning (WIL) that are considered pivotal for engaging diverse student cohorts with the profession. We present key considerations when designing and implementing quality WIL programs, along with suggested strategies for enhancing WIL in the accounting discipline. The paper broadens thinking beyond internships to effectively strengthen accounting curricula in meeting industry needs.
DOI
10.1080/09639284.2020.1794917
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in ACCOUNTING EDUCATION on 17/07/2020, available online: http://www.tandfonline.com/10.1080/09639284.2020.1794917.
Jackson, D., & Meek, S. (2021). Embedding work-integrated learning into accounting education: The state of play and pathways to future implementation. Accounting Education. 30(1) 63-85. https://doi.org/10.1080/09639284.2020.1794917