Emerald | Education + Training | Table of Contents

The perception of undergraduate students towards accountants and the role of accountants in driving organizational change: The case study of a Malaysian Business School

literatinetwork@emeraldinsight.com (Joyce Koe Hwee Nga, Nadiah Wai Mun Soo) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - This study aims to bridge the research gap on the perception of the accountants, intention to pursue an accounting career and the role of accountants in driving organizational change among undergraduates in Malaysia. Design/methodology/approach - The study sample comprises 279 undergraduate students from a business school in Malaysia. The constructs of the study are leadership, ethical values, professionalism and role of accountants as drivers of change. Exploratory Factor Analysis and Cronbach’s Alpha are used to assess validity and reliability. Descriptive statistics and Multiple Linear Regression are employed for hypotheses testing Findings - Explores the perception of the accounting profession among future business leaders in a developing nation. Findings show that students appear to perceive extrinsic characteristics (leadership and professionalism) as more important than intrinsic (ethical values) in driving organizational change. Practical implications - The study suggests that there may be avenues for the profession to improve its image to engage and retain future talent. It is imperative to embed greater emphasis of ethical values as well as make business education more engaging. Originality/value - Explores the perception of the accounting profession among future business leaders in a developing nation. Findings show that students appear to perceive extrinsic characteristics (leadership and professionalism) as more important than intrinsic (ethical values) in driving organizational change.

Higher technological education specialties and graduates’ vocational status and prospects

Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - This work focuses on the thorough comparison of the broader specialties and subspecialties provided by the Greek higher technological education, regarding the employment status and the vocational prospects of the corresponding graduates, and aims to identify and analyze the relevant existing differences.Design/methodology/approach - Original empirical data was collected from 5,183 graduates of Technological Educational Institutes of higher education through a national survey using telephone interviews and a structured questionnaire. The stratified sample consisted of graduates originating from all nine different broader specialties (faculties) and forty five subspecialties (departments). Descriptive, bivariate and multivariate statistical analysis was used for the elaboration of the collected information.Findings - The results showed that there are significant differences among the graduates of different specialties regarding some employment characteristics, such as professional status, type of employment, relevance between present work and bachelor studies, and satisfaction from employment and wages. Additionally, the results identify distinguished clusters among certain broader specialties and subspecialties regarding graduates’ employment status and characteristics.Practical implications - The revealed existence of strong relationships between broader specialties / subspecialties and their graduates’ vocational prospects can offer justified advice / guidelines to secondary education graduates for applying to specialties presenting promising employment prospects.Originality/value - This work, being one of the very few nation-wide studies, reveals and highlights the most important higher education specialties regarding the vocational status and prospects of the corresponding graduates, providing a guideline for the selection of the subject of studies that leads to a more promising career.

Debating: A catalyst to enhance learning skills and competencies

literatinetwork@emeraldinsight.com (Clare D'Souza) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - This paper adopts an approach of empirically examining if training through debates can be used as a rationale to enhance learning. In particular, it examines learning through debates for developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth). The research validates some of the previous findings and argues that integration of debates into a curriculum enhances learning. Design/methodology/approach - Design/methodology/approach: Third-year undergraduate students participated in this exercise. The University invited the United Nations Association to administer their model conference that involved debating. A survey questionnaire was distributed to the students. Given that the sample was small, the data was analysed using cross tabulations. Findings - Findings: The research found that learning through debates for developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth) were statistically significant. Not all students reflect a positive attitude to debating. Research limitations/implications - Research limitations/implication: Knowledge can be conceived as being based on inter-subjective reasoning processes that students are likely to adopt. This is dependent on how students want to learn as they have different learning approaches, expectations, motivations, and meta-cognition. Practical implications - Practical implications: The implications of these findings are essential for training, learning, and open opportunities for further research. Originality/value - Originality/value: Findings from this study demonstrate quite clearly that debating is statistically significant on several learning outcomes that are desirable for graduate capabilities and to facilitate the process of learning.

Enhancing graduate employability through work-based learning in social entrepreneurship: a case study

literatinetwork@emeraldinsight.com (Afreen Huq, DAVID GILBERT) — Thu, 16 May 2013 00:00:00 +0100

Abstract

Purpose - The purpose of this paper is to investigate the possible benefits of a work-based learning (WBL) model in ‘social entrepreneurship’ for enhancing graduate employability and an appreciation for "responsible" entrepreneurship.Design/methodology/approach - Pre- and post-course experience surveys were conducted with the yearly cohorts, followed by focus group discussions with students in each semester between 2008 and 2011. In addition, 10 not-for-profit (NFP) industry partners were interviewed for their feedback on the enhanced curriculum. Findings - The findings strongly validate the adoption of WBL curriculum for social entrepreneurship in enhancing graduate employability and opportunities for responsible entrepreneurship education. The case study also provides insights into how to overcome the key challenges relating to designing and implementing WBL models through a curriculum innovation in social entrepreneurship. Research limitations/implications - Further research with longitudinal data is needed to validate the link between students undertaking work-based learning and enhanced graduate employability. Future research should also investigate whether there is a major difference in the associated benefits and challenges of WBL initiatives between "social" and "for-profit" enterprises.Practical implications - Higher education providers could consider incorporating WBL as part of their response to the employability agenda, in a climate where employers are increasingly seeking graduates who possess entrepreneurial skills and an awareness of ethical and environmental concerns emerging from the new post–global recession economic era. Originality/value - Social entrepreneurship has received scant attention within the field of WBL. This case study demonstrates how this field can inform the WBL model to enhance graduate employability. It also provides a case for how WBL within the NFP sector can produce more socially responsible graduates who are capable of adding value to the CSR initiatives of organisations across sectors.

Are all internships beneficial learning experiences? An exploratory study.

literatinetwork@emeraldinsight.com (Lynda Holyoak) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - Internships are becoming a more common feature of the career paths of young people, however there has been little consideration of how people learn on internships.Design/methodology/approach - This study analyses the experiences of interns and their supervisors on a research internship programme, using communities of practice as a theoretical framework. Six interns and six supervisors were interviewed approximately six to eight months after the internships were completed. Findings - Four cases derived from the interviews illustrate extreme types of experience in the internships: optimal conditions for development, intern non-development, supervisor frustration and mutual dissatisfaction.Research limitations/implications - Although the research is exploratory and limited to the experience of a small group of interns and their supervisors in one setting, it suggests that characteristics of the intern (such as motivation to learn) and the supervisor (e.g. willingness to provide support) can reduce or enhance the learning and development that is achieved during internships.Originality/value - This paper questions implicit assumptions that internships are always positive and valuable learning experiences.

Creating future leaders: An examination of youth leadership development in Australia

literatinetwork@emeraldinsight.com (Nathan Eva, Sen Sendjaya) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - In light of the research-practice gap in youth leadership development, this study examines the effectiveness of youth leadership development in Australia on the basis of a multidimensional and holistic framework of servant leadership. Design/methodology/approach - Three separate studies were conducted to achieve the above purpose, namely thirty-three interviews with student leaders; ten interviews with secondary college teachers and principals as well as youth leadership facilitators; and ninety-seven survey responses from recent secondary college graduates. Findings - There exists a significant gap between the perceptions of the students and those of the teachers/facilitators on what is being taught and what is required in youth leadership development programs. The study reveals that students have little exposure to to ethics training throughout their leadership programs. The application of a holistic framework of servant leadership in youth leadership development programme is recommended and discussed. Originality/value - A framework in which to develop holistic leadership concepts, characteristics and competencies within students was developed from the findings. This framework can be used as the basis for teaching and developing young leaders in particular, as well as in more general leadership programs.

A critical account of practice within an innovative Foundation Degree in UK higher education

Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - Abstract Purpose – The purpose of this paper is to explore the views of academics, senior university managers and employer representatives on the design and implementation of an innovative work-based learning (WBL) programme in UK higher education. Design/methodology/approach - Design/methodology/approach – The research project draws upon case study research and utilizes data from semi-structured interviews and documentary analysis of policy papers. The experiences of university staff and employer representatives were analysed methodologically using the organisational story-telling framework (Gabriel, 1999).Findings - Findings – The paper exposes voices which are rarely heard in the public domain and provides insights into the challenges involved in introducing new practices within higher education. The themes that have emerged are: the intensity of the learning experience; tensions amongst academics delivering the programme; and, academic support for students, particularly in relation to the importance of face to face contact. Research limitations/implications - The study had several limitations. First, the paper focused on the perspectives of employer representatives and a wider range of employers should be investigated in further research. Second, we did not interview current or former students and so, similarly, it was not possible to include their perspective in the current paper; again, future research ought to consider this additional aspect. Third, and related to the second point, the storytelling approach in the paper was limited by the lack of data from employers or students but was nonetheless useful as an analytical approach by which the interviewees could tell their stories. Fourth, the study’s generalizability was hampered by its small sample size but the data generated was however rich and in-depth, hence enabling conceptual generalizability and contribution to our understanding and theorizing about FDs and WBL. Fifth and finally, it was not possible given the restrictions above to make concrete recommendations for stakeholders, hence the need for Practical implications - For employers and their employees (the learners on these WBL programmes), consequently, universities addressing issues of the learning experience and student support, and specifically increased opportunities for face to face contact, would enhance the potential for the programmes to achieve the most optimal learning experience and thus contribute to organisational performance for the employers who sponsor or pay for the WBL programme being delivered to their staff. Originality/value - Originality/value – The paper addresses key gaps in the WBL literature, most notably a dearth of critical accounts of practice within WBL programmes from the perspective of university staff and employer representatives. This type of research is also needed given the increased priority by governments in relation to forging links between business and higher education.

Voice and Speaking Skills for Dummies by Judy Apps

literatinetwork@emeraldinsight.com (Karen Trem) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Not available.