Accounting graduates and the capabilities that count: perceptions of graduates, employers and accounting academics in four Australian universities

Oliver, Beverley and Whelan, Barbara and Hunt, Lynne and Hammer, Sara (2011) Accounting graduates and the capabilities that count: perceptions of graduates, employers and accounting academics in four Australian universities. Journal of Teaching and Learning for Graduate Employability, 2 (1). pp. 2-27. ISSN 1838-3815

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The higher education sector in Australia is moving rapidly towards greater accountability in regard to graduate employability outcomes. Currently, data on new graduates‘ self - reported generic skills and employment status provide the evidence base for universities to make judgements about the effectiveness of curricula in preparing students for employment. This paper discusses alternative sources of evidence, namely the Graduate
Employability Indicators (GEI) - a suite of three online surveys designed to supplement current indicators. They are designed to gather and report graduate, employer and course
(teaching) team perceptions of the achievement and importance of graduate capabilities within specific degree programs. In 2009 and 2010, the surveys were administered to
stakeholder groups associated with Accounting degrees in four Australian universities. In total, 316 graduates, 99 employers and 51 members of the course teaching teams
responded to the surveys. This report presents the aggregated results from the trial. These suggest that the fourteen capabilities at the heart of the GEI are considered important, and that both quantitative and qualitative items facilitate the reporting of essential information. Both Accounting employers and teaching staff consider that important capabilities need to be better demonstrated by new graduates. The graduates themselves identified ways in which their courses can be improved to enhance their early professional success. An importance-performance analysis suggests prioritising particular capabilities for immediate attention in particular, work related knowledge and skills, writing clearly and effectively, thinking critically and analytically, solving complex, real-world problems and developing general industry awareness. This paper suggests that an enhanced industry focus might be effected through authentic assessment tasks, and clear identification of the capabilities developed through the curriculum.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright Curtin University.
Faculty/School / Institute/Centre: Historic - Learning and Teaching Support Unit
Faculty/School / Institute/Centre: Historic - Learning and Teaching Support Unit
Date Deposited: 06 Jun 2011 11:57
Last Modified: 27 Sep 2017 03:56
Uncontrolled Keywords: graduate employability; capabilities; graduate; employer and faculty perspectives; higher education research
Fields of Research (2008): 13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1302 Curriculum and Pedagogy > 130213 Vocational Education and Training Curriculum and Pedagogy
15 Commerce, Management, Tourism and Services > 1501 Accounting, Auditing and Accountability > 150199 Accounting, Auditing and Accountability not elsewhere classified
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390303 Higher education
39 EDUCATION > 3901 Curriculum and pedagogy > 390114 Vocational education and training curriculum and pedagogy
35 COMMERCE, MANAGEMENT, TOURISM AND SERVICES > 3501 Accounting, auditing and accountability > 350199 Accounting, auditing and accountability not elsewhere classified
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education

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