Impediments and Pressures to Incorporate Soft Skills in Higher Education Accounting Studies

Autor/in	Asonitou, Sofia
Titel	Impediments and Pressures to Incorporate Soft Skills in Higher Education Accounting Studies
Quelle	In: Accounting Education, 31 (2022) 3, S.243-272 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2021.1960871
Schlagwörter	Soft Skills; Accounting; Professional Education; Employment Potential; Teacher Attitudes; College Faculty; Business Administration Education; International Cooperation; Educational Cooperation; Marketing; Higher Education; Compliance (Legal); Foreign Countries; Undergraduate Students; Student Attitudes; Professional Personnel; Partnerships in Education; Barriers; Greece; European Union + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Berufsausbildung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Lehrerverhalten; Fakultät; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Schülerverhalten; Personalbestand; Hochschulpartnerschaft; Griechenland
Abstract	This study explores the impediments and the pressures to establish the policy of introducing skills and competencies in the Greek Higher Education (HE) accounting studies. Soft skills may improve considerably accountants' career prospects whether they work in industry or auditing. A mixed-method approach with two data collection phases was undertaken; survey research and semi-structured interviews. Survey research addressed a questionnaire to accounting teachers, Business Administration and Accounting (BAA) students and accounting professionals, while interviews explored the deeper views of stakeholders. 1626 responses were collected and statistically analyzed. Participants agreed that the lack of Higher Education Institutions' (HEIs) effective partnerships with external organizations are the highest barrier to skills development, while the apparent pressure comes from the obligation to comply with European Union (EU) recommendations and Bologna Agreement. Interviews revealed challenges related to the views about 'marketization' of HE and the superficial compliance with policies enforced by supranational organizations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01