Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/18193
Title: The Vocational Skills Gap in Accounting Education Curricula: Empirical Evidence from the UK
Authors: Alshbili, I
Elamer, AA
Keywords: vocational skills;accounting education curricula;accounting educators;accounting students;UK
Issue Date: 3-Mar-2020
Publisher: Inderscience
Citation: Alshbili, I. and Elamer, AA. (2020) 'The vocational skills gap in accounting education curricula: empirical evidence from the UK', International Journal of Management in Education, 14 (3), pp. 271 - 292. doi: 10.1504/IJMIE.2020.107052.
Abstract: This paper aims to investigate the relative importance of a set of vocational skills and the extent to which accounting educators in the UK incorporate these skills into their accounting education curricula so that students can run a successful accounting career upon their graduation. Using a questionnaire method, the data were collected from two major stakeholders; namely accounting educators and final-year accounting students. The findings indicate that there is a degree of overall agreement between the two groups opinions' that vocational skills required by accounting employers encompass not only technical and cognitive skills but also transferable skills such as communication, self-reflection, teamwork and organisational skills. The results of this paper should be of interest to accounting educators, curriculum designers and faculty who are responsible for reviewing and updating accounting curricula.
URI: https://bura.brunel.ac.uk/handle/2438/18193
DOI: https://doi.org/10.1504/IJMIE.2020.107052
ISSN: 1750-385X
Other Identifiers: ORCiD: Ahmed A. Elamer https://orcid.org/0000-0002-9241-9081
Appears in Collections:Brunel Business School Research Papers

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