Abstract
Accounting education has in recent years increasingly emphasised the need for developing soft skills. To this end, various delivery methods have been advocated other than the conventional lecture format during the academic programme. This paper reports on a study of the perceptions of graduates on the effectiveness of delivery methods during the academic programme in transferring soft skills. A questionnaire with open and closed-ended questions was administered. Graduates reported that soft skills were most effectively developed when using case studies, followed by collaborative learning. Surprisingly, graduates also indicated lectures as an effective method in soft skills development, by ranking this method after collaborative learning. However, the method of computer-based activities, was reported as the least effective method in developing soft skills. This is a concern, given the prevalence and use of computers and technology in the accounting profession. Educators need to do more in inculcating soft skills, by using additional methods such as mentorship programmes and self-assessment.
Highlights
This paper reports on a study of the perceptions of accounting graduates1 on the effectiveness of pedagogical methods used in the transfer of soft skills during the academic programme
As the APC is the final assessment to qualifying as a chartered accountants (CAs), the graduates had already undergone the full scope of the academic programme and would have had first-hand knowledge of methods used during the academic programme (SAICA, 2017)
This paper reports on a study of the perceptions of accounting graduates on the effectiveness of teaching methods in the transfer of soft skills during the academic programme
Summary
This paper reports on a study of the perceptions of accounting graduates on the effectiveness of pedagogical methods used in the transfer of soft skills during the academic programme. Soft skills are referred to as pervasive skills, transferable skills, non-technical skills, social and interpersonal skills, generic skills or employability skills in the accounting literature (Boyce, Kelly, Williams & Yee, 2001; Ballantine & McCourt Larres, 2009; Watty, Jackling & Wilson, 2014; SAICA, 2017). Professional accounting bodies and educators developed frameworks and reports to address the changes in the profession; and to provide guidance on ways to develop soft skills (Albrecht & Sack, 2000; Lines & Gammie, 2004; Pathways Commission, 2012). The present study examines the perceptions of graduates on the effectiveness of the methods used during the academic programme in developing soft skills. This study is useful internationally, on methods that graduates found effective during their academic programme
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