REPORT ON

WHAT SKILLS AND ATTRIBUTES DOES AN ACCOUNTING GRADUATE NEED?

EVIDENCE FROM STUDENT PERCEPTIONS AND EMPLOYER EXPECTATION

Patuakhali Science and Technology University

Dumki, Patuakhali
 SUBMITTED TO

M. Zakir Hosen
Lecturer
Department of Accounting and Information System
Faculty of Business Administration and Management
Patuakhali Science and Technology University

SUBMITTED BY

Group: 05 (Liberty)
Level: 04; Semester: 01
Faculty of Business Administration and Management

01 Md. Mofizer Rahaman Member 12 00671

02 Dipayan Chakma Member 17 00676
03 K.M. Assaduzzaman Member 06 00665
04 Tanjia Sultana Member 10 00669
05 Azmery Khanam Member 20 00679
06 Shofiq Uddin Khan Member 23 00682

Auditing
Course code: AIS-416

Date of Submission: May 28, 2009

Patuakhali Science and Technology University

Dumki, Patuakhali
 Auditing
Course code: AIS-416

Date of Submission: May 28, 2009

Patuakhali Science and Technology University

Dumki, Patuakhali
 WHAT SKILLS AND ATTRIBUTES DOES AN ACCOUNTING GRADUATE NEED?
EVIDENCE FROM STUDENT PERCEPTIONS AND EMPLOYEER EXPECTATION

LETTER OF TRANSMITTAL
Date: May 28, 2009

M. Zakir Hosen
Lecturer
Department of Accounting and Information System
Faculty of Business Administration and Management
Patuakhali Science and Technology University

Subject: Submission Term Paper on “What skills and attributes does an accounting
graduate need? Evidence from student perceptions and employer expectation.”

Dear Sir,

Here we are submitting our term paper on “What skills and attributes does an
accounting graduate need? Evidence from student perceptions and employer
expectation” prescribed by you on your course Auditing. For this purpose, we
have gone through internet, different books, articles, and journals, interview of
students and employees of the respective organizations for the relevant
information of the assigned topic.

Please call us for any further information at your convenient time and place.

Yours truly,

Group 05 (Liberty)
BBA
Level- IV Semester- I
Session: 2004-2005
Patuakhali Science and Technology University

LETTER OF AUTHORIZATION
Date: May 28, 2009

M. Zakir Hosen
Lecturer
Department of Accounting and Information System
Faculty of Business Administration and Management
Patuakhali Science and Technology University

Subject: Declaration regarding the validity of the report.

Dear Sir,

This is our truthful declaration that the “What skills and attributes does an
accounting graduate need? Evidence from student perceptions and employer
expectation” we have prepared is not a copy of any report previously made by any
group.

We also express our honest confirmation in support of the fact that the said
“Report” has neither been used before to fulfill any other course related purpose
nor it will be submitted to any other person or authority in future.

Yours truly,

Group 05 (liberty)
BBA
Level-IV Semester-I
Session: 2004-2005
Patuakhali Science and Technology University

ACKNOWLEDGEMENT
During the period of surveying the students of faculty of Business administration
and Management of Patuakhali Science and technology University and some
accounting related professionals, we had gained altruistic assistance from a
number of persons including our honorable and respectable course teacher M.
Zakir Hosen, Lecturer, Department of Accounting and Information System,
Faculty of Business Administration and Management, Patuakhali Science and
Technology University.

We are thankful to the respective students and also the personnel of different
organization because they showed their highest degree of temperament in
answering our persistent questions. Such if their friendly cooperation and kindness
did not even allow us to strive for a single moment for.

Last of all, thanks to every members of this group. They put their spontaneous
endeavors and best effort to complete the report successfully.
Table of contents-
CHAPTER 1: INTRODUCTION
OBJECTIVE OF THE STUDY

01
LIMITATIONS OF THE STUDY
01

CHAPTER 2:
ABSTRACT
02
INTRODUCTION
03-05
LITERATURE REVIEW
06
DEVELOPMENT OF RESEARCH QUESTIONS 07-15

CHAPTER 3: METHODOLOGY 16
CHAPTER 4: RESULTS AND DISCUSSION

Table One and Discussion of Table One 17-19

Table Two and Discussion of Table Two 20-21
Table Three and Discussion of Table Three 21-22
Table Four and Discussion of Table Four 22-23

CHAPTER 5:
FINDINGS
24
LIMITATIONS
25
CONCLUSION 26
REFERENCE
27
APPENDIX
28-30
EXECUTIVE SUMMERY
This report is an assigned job as partial fulfillment of course requirement by
honorable course teacher M. Zakir Hosen, Lecturer, Department of Accounting
and Information System, Faculty of Business Administration and Management,
Patuakhali Science and Technology University.

The view of this report is to find out the “What skills and attributes does an
accounting graduate need?”It is found that accounting task is very much important
and the accounting graduate needs some special skills and attributes
Communication, technical skills, personal traits and practicality were all identified
as important aspects for a graduate. With these qualities in hand, graduates can be
assured that they are employable. However, the awareness of these Graduate
Attributes is essential as it helps potential graduates to assess themselves and make
improvements.
 CHAPTER 1: INTRODUCTION

OBJECTIVE OF THE STUDY

Accounting graduates need some specific and nonspecific skills and attributes.
These skills and attributes very much important not only for the accounting
graduates but also for the employees.
We have identified some objectives of the study. The objectives are as follows-
• To identify the skills of an accounting graduate need.
• To identify the attributes and the accounting graduate need.
• To know about the students’ perception on the skills and attributes an
accounting graduate needs.
• To know about the employers expectations on the skills and attributes an
accounting graduate needs.
• To identify the difference between the students’ expectations and the
employer’s actual condition relates to the skills and attributes of an
accounting graduate.
• To identify the present condition of skills and attributes of an accounting
graduates

LIMITATIONS OF THE STUDY

• There was limitation of time. Due to shortage of time, the study could not
include a large number of samples. Again to get satisfactory and reliable
data sufficient time was needed. But the data were collected and analyzed
within very short time.
• The data which have been collected may not be free from error.
• Necessary data were collected from a limited area covering small numbers
of samples. Result obtained from 20 samples may be inadequate.
CHAPTER 2: ABSTRACT, INTRODUCTION, LITERATURE REVIEW, DEVELOPMENT OF
RESEARCH QUESTIONS

ABSTRACT

Educators must keep pace with a changing business world, continuous

curriculum revision, and a challenging student body. Professional
organizations have examined the needs of the accounting profession
with an eye toward ensuring that an accounting education prepares
students for professional success. Skills and attributes are central to
intellectual interaction between the providers and the recipients of
information. The importance of accounting starts with the gathering
and processing of information and ends with the communication of
processed information. In the last decade the development of
appropriate skills and attributes in students set to enter the accounting
profession has been the subject of many debates. Accounting
academics have a leading role to play in this process. This study
investigates what attributes and skills accounting academics perceive
should be developed during an undergraduate course, and compares
this to skills and attributes that they believe are being developed.
Results reveal that there is a large discrepancy between the two.
Reasons why this might be are discussed and insight into issues
accounting educators must address if they are to deliver graduates
with the skills and attributes required for a career in the accountancy
profession now and in the future are highlighted. This paper examines
the communication skills and attributes, decision making skills,
personal skills, portfolio management skills, computer software skills,
and other skills and attributes which employers, academics and
graduate accountants consider necessary to the newly graduated
accountant. It also identifies and considers the differences in
perception which occur between these groups and suggests solutions
to the gap. This study confirms findings from previous research that
new graduate accountants experience skills and attributes-related
problems in early employment. However, the paper highlights the need
for the reconsideration of an emphasis on skills in the accounting
curriculum, a role which arises from the very nature of accounting as
the processing and communication of information.
Key words: education of accountant; key skills and attributes; future of accounting
graduates; working area of accounting graduates; student perceptions; employer
perceptions.

INTRODUCTION

In the last decade, the development of skills and attributes in students set to enter
the accounting profession has been the subject of many debates. This change is
driven by several factors including the diversity of the student body, technological
and economic change and external pressures from sources such as employers,
governments and professional bodies. Given this long history it is interesting that
we are still talking about the importance of these skills, graduates’ lack of them
and how best to teach and promote them. The call for accounting graduates to be
equipped with a broader range of non-technical skills in addition to the necessary
technical skills is not recent. A survey of employers’ expectations of accounting
graduates derived from classified job advertisements in the USA in 1993 identified
that after professional accounting qualifications (57%), accounting positions called
for communication skills (15%), organization skills (7%) and interpersonal skills
(5%). In a study involving accounting academics found evidence of recognition by
academics of the growing importance of developing skills in addition to those of a
strictly technical. Accounting educators alter their curriculum to produce
accounting graduates with a broader set of skills and attributes, encompassing
more than purely technical accounting expertise. The call for accounting
academics to re-examine seriously the mission of university accounting education
and its interface with the needs of society and the accounting profession (not
necessarily one and the same) was again enunciated. Due to globalization,
technological innovation, and other fast-paced changes, there is a need for a
broader set of transferable skills and content knowledge than in the past. It is
argued in the education literature that the general confusion over the generic skill
construct and over the identification of what are the important generic skills
extends to academic teaching staff. The challenge for accounting educators is to
bring the coherent development of these generic skills into the curriculum design
with a sequential focus comparable to that applied to the teaching of discipline
technical skills. Prior studies of the integration of professional skills into business
courses have identified the importance of the meaningful integration of generic
skills into the curriculum by matching particular skills to assessment tasks in
appropriate subjects. However, practitihiss have traditionally encouraged an
entrenched technical approach which provides them with graduates that can
instantly turn to profitable activities. Both universities and practitihiss must
change their perspective away from the short-term and technical and more towards
the long-term and adaptability. Academics have a role to play in the evolution of
the accounting profession by defining ‘a body of knowledge more suited to the
realities of the marketplace, to the needs of the decision makers, and to the future
prospects of both. It is time to acknowledge ‘that the objective should be to
prepare students to become professional accountants, not be professional
accountants at the time of entry to the profession’. The curriculum should focus
on the process of learning, not just teaching answers and they should be taught to
identify and solve unstructured problems, learn by doing, work in groups, and
learn to use technology effectively, such as databases for researching issues.
Academics must listen to the needs expressed by the profession and evaluate
those, keeping in mind the needs of society as a whole. The formative education
of accountants is now recognized as important. This study is part of a larger
research project designed to highlight those professional skills and attributes
developed in accounting programs offered by tertiary institutions. In particular,
this study examines the perceptions of accounting academics about the skills and
attributes they consider important to the careers of their students and the emphasis
being placed on developing these skills in the programs and courses they teach.
The study also examines the relationship between academics and practitihiss and
highlights factors that are impacting on change in accounting education from the
perspective of accounting academics.
The role and purpose of a university education

The goals of a university education can be seen as liberal, utilitarian, or some

combination of the two. Fundamental to the differences between liberal and
utilitarian views of education are beliefs about the nature of knowledge and
the reasons for acquiring it. A strictly liberal view of education, founded on
the ideals of nineteenth century scholars, holds that university learning is
about acquiring and appreciating ‘theoretical, disciplinary, formal,
foundational and general sable’ knowledge, in a learning environment that is
independent of the demands of the economy or the workplace. In this way,
argue that ‘universities have always had a commitment to ensure graduates
develop broad based, generic skills such as “critical thinking”, “problem
solving”, “analytic capacity” and so forth’. In contrast to this, a strongly
utilitarian view of education holds that learning is about acquiring and
applying ‘practical, interdisciplinary, informal, applied and contextual’
knowledge, in preparation for and response to the demands of the workplace,
and as a cornerstone of economic growth. The reality is that while
universities have always tended to juggle liberal and utilitarian ideals, the
balance has shifted in recent decades towards ‘vocationalism’.

Perspectives on what students should learn

The trend towards vocationalism as one dimension of the changing nature of
higher education provides a backdrop for examining different perspectives on
what students need to, can, or should learn in a university degree. In this
discussion it will be seen that while institutions, students, workplaces and
university teachers are subject to external systemic forces, at some level they also
participate in co-constructing the systems in which they are situated. Universities
are situated within in the broader educational policy environment, which in turn is
shaped by larger forces of economic, political and cultural globalization. Policy,
at the level of institution and beyond it, can be seen as acting ‘as a mediating
device between the new meanings of globalization and the imperatives of
institutional adaptation and change’. A number of policy discourses –
corporatization, commercialization, and internationalization – cooperate in this
mediation. As well as shaping the management of universities, each of these
discourses serves to frame institutional perspectives on what students should learn
there is a need to ensure that graduates have the generic skills desired by
employers such as analysis, communication, team-work and leadership skills.
LITERATURE REVIEW
Some argue that if accounting graduates require professional skills they need to
develop them while studying at university and that educators of future professional
accountants should be committed to developing the relevant attributes identified as
desirable for the professional practice of accounting (Bedford, 1986; AECC,
1990). Donovan (2005, p. 446) suggested that ‘the strongest message that I can
bring before one is to plead for stronger and more effective co-operation between
academics and educators on the one hand and accountancy practitihiss on the
other. I use the term ‘accounting practitihiss’ in the widest possible way to indicate
all of those outside academia who are working in the field whether this be public
practice, industry, commerce or the public sector.”
Many writers have reinforced the view that oral and written communication skills
are considered to be the two most important skills (Clark, 1990; Nelson et al,
1996; Deppe et al., 1991; Novin & Tucker, 1993). However, Mangum (1996)
indicated that poor communication skills were among the top two greatest
shortcomings of job candidates reported by employers. This was supported by
Borzi and Mills 2001 who discovered a significant level of communication
apprehension in upper level accounting students suggesting that changes to the
manner in which this skill in particular is developed within the curriculum need to
be addressed.
In a study involving accounting academics Watty et al (1998) found evidence of
recognition by academics of the growing importance of developing skills in
addition to those of a strictly technical nature. Other studies have argued that
accounting and business students must develop more than technical skills to
succeed (Aiken, Martin, & Paolillo, 1994; Deppe, Sonderegger, Stice, Clark &
Streuling, 1991). Albrecht and Sack (2000), Herring and Williams (2000), Needles
and Powers (1990) and Zeff (1989), all recommended abandoning a wholly
procedural (technical) approach to financial accounting. Hunton (2002) argues
that, since many traditional accounting tasks dealing with recording and
processing of accounting transactions can be reliably automated, an accountant’s
worth is now reflected in higher-order critical-thinking skills. Elliott and
Jacobson (2002) suggest that accountants need education in complementary bodies
of knowledge such as organisational behaviour, issues in strategic management
and measurement and analytical skills. Johnson & Johnson (1995) suggest that
successful accountants in today’s business environment must possess a different
skill set including interpersonal and communication skills, intellectual and creative
problem- solving skills.
 DEVELOPMENT OF RESEARCH QUESTIONS

What does an Accountant do?

What do Accounting & Finance graduates do?

Do I need an accountant or accounting software?

How accountants help for monitoring the performance of large high profil
investment?

How accountants help in the analysis for decision making?

What are the Job Duties of an Account Executive?

What Personal Skills or Qualities are needed to become an Accountant?

Who should I talk to about investment advice?

Research question-01: What does an Accountant\Auditor do?

Accountants do many things. Accountants prepare financial Statements and assist

with long term financial planning for both individuals and businesses. They
manage the systems that track income, assets, expenditures and debt, and they are
often the “go-to” person for companies wanting to expand their business
operations or borrow money.

The Accountant is the person who not only knows how much money the
organization has in the bank, they can also tell one how much money other people
owe the company, how much debt is being carried and the value of all his
equipment and intellectual property.

Because Accountants know the total costs associated with running a business, they
are also the person who can tell one at what price his product will generate a
profit.

Whether some one is curious about what an auditor does, or if one’s like to know
what it takes to become an auditor, he has come to the right place. Auditors can
work in a wide variety of settings. He sees auditors employed by private business,
corporations, and financial companies. Auditors are also employed by both state
and federal government agencies.

An auditor’s job is to insure the integrity of financial data. The duties of an auditor
include researching, preparing, analyzing, and compiling financial data for various
clients. An auditor working for a private business may review a client’s banking
and other financial statements, such as tax returns, to verify that they have been
correctly prepared and appropriately reported as required by the law. It is important
that the auditor be able to give an unbiased evaluation of a client’s records.

An internal auditor is someone hired as an employee by a company. The task of an

internal auditor is to insure the accuracy of their company’s internal records as well
as scrutinize the company’s financial records for any possible mishandling or
fraud.

They got to do more than like numbers - they got to love them – if one want to be
an auditor. An auditor must have excellent analytical skills and great attention to
detail. They must be proficient in accounting and auditing computer software. They
must keep abreast of any changes in law that will affect how their clients must
report financial information. Auditors should also possess a high standard of
professional integrity as decisions are implemented on the basis of their statements
and service.

Research question-02: What do Accounting & Finance graduates do?

Accounting and Finance in the job

In 2004/5, 96% of both undergraduate and postgraduate leavers from the

Department of Accounting and Finance were in employment, completing further
study or taking time out just six months after graduation.

The top employment sectors for Accounting and Finance leavers were:

• banking
• accountancy and taxation , and
• business and management consultancy.

Find out more about undergraduate and postgraduate careers six months after
graduation.

National destinations

Nationally, 78% of accountancy graduates in the UK were solely in employment

six months after graduation, with 25% combining work with further study and
7.5% solely completing further study.

While a career in accountancy is an obvious route for graduates from this

discipline, the range of transferable skills acquired makes an accounting and
finance degree highly desirable to a wide range of employers.

Employability skills

Studying within the Accounting and Finance department one will have the
opportunity to develop specific subject knowledge alongside a set of highly
valuable and transferable employability skills, including:

• Business and commercial awareness: a first-rate understanding of

business procedure and the nature and functionality of organizations and
the commercial world
• Strong numerical skills: the ability to understand, manipulate and interpret
complex numerical and statistical data
• Advanced analytical thinking and problem-solving skills: applying a
methodical approach to analyze information critically, assessing all aspects
of a situation and evaluating possible solutions.
 • Organizational skills: learning to think logically, pay attention to detail
and organize his time and work efficiently.
• Excellent communications skills: enabling one to present complex data
verbally and in writing.

Higher Graduate
Education
Institutions

Experience and
Employability extra-curricular
development activity
opportunities Employe
r

Employabili
ty Recruitment
procedures

Employment

Fig 1: Employability
Research question-03: Do I need an accountant or accounting software?
Accounting is the process of collecting, summarizing and analyzing the financial
data of his business. Every business needs do keep on top of their accounts to
ensure proper management of revenues and expenses. Failure to do so could cause
his business to fail.
There are two ways of keeping accounts for his business, one is enlist the help of
an accountant and the other is to buy some accounting software and manage the
accounts his self. Lots of people are worried about accounts and tax and would
rather pay for an accountant to do all the work for them, however this might suit
some people but not everyone. With hiring an accountant this will be quite costly
and the cost will depend on the size of his business and the amount of financial
data it generate. If one are just starting up a business one could collect all of the
information and hire an accountant once a year. Most accountants work on an
hourly basis so depending on how long it take them to work out his accounts will
depend on how much one have to pay them. If one keep all receipts and invoices
in date order this could keep his accountant fees to a minimum.
Another option is to invest in good accounting software. One do not need to have
any knowledge about accounting as most good software is very easy to use with
simple steps that anyone can follow. More and more business are using accounting
software as the price of an Accountant can be quite steep where as accounting
software is a one of payment. There are lots of different types of accounting
software for small and larger business and for lots of different types of businesses.
Some accounting software can work for all size businesses with modules that one
can add as his business grows and his accounting needs grow.
Some of the many benefits of having accounting software are:
• Saves time

• Saves money

• 100% Accuracy

• Up to date accounts always available

• Quick access to information

They are just a few of the reason why accounting software is best option for any
business. Accounting software will make his business management much better,
much more efficient and easier. One will be able to access the up to date data with
a simple click of the mouse giving one the competitive edge that all business need
to have in this day and age.

Choosing the right software is a very critical. One should always do his research
before one buy any accounting software. With the internet it is not a problem as
one can find reviews, websites and talk to users of software to find the best one for
his particular business. We would talk to many different users and read many
different reviews and then weigh up the benefits of each. Once one has chosen the
right one then his business can grow and expand without any worries about
finances. The software will free one time up so one can get on with his job.

Research question-04: How accountants help for monitoring the performance

of large high profile investment?

• Use his forensic accounting skills

• Great supportive team environment
• Get into large scale investing
Have one prepared annual accounts for multiple businesses? Have one
experienced the investment risks of large projects or property? This is his
opportunity to join a high profile, cashed up organization at an early stage of
growth and be part of a small very professional team with large opportunities
ahead.

Accountants are responsible for:

• Performance monitoring.
• Reporting on existing assets.
• Reviewing financial models and assumptions.
• Assisting with documentation and portfolio reviews.
• Due diligence and research.
• Liaise with external advisors.

Accountants have:

• Experience preparing accounting statements.

• Financial interpretation and analysis skills.
• An understanding of long-term projects and the associated risks.
• Strong knowledge of accounting/tax treatments of debt/equity investments.
• Strong Excel Skills.
• Commercial expertise and judgment.
• Excellent planning and responding skills.
• High level numeracy skills.
• Highly developed interpersonal, oral and written communication skill.
• Accounting qualifications will be very highly regarded.

Research question-05: How accountants help in the analysis for decision

making?

Analysis for decision making

When we prepare a set of financial statements for a client, we know it's likely
those financial statements will be used by some interested outside party to evaluate
the client's business. Such questions as:

• Did they make a profit?

 • Did debts increase from last year?
• Did owners' equity change?

Are important and can be answered by the four basic statements. These statements
are only the beginning, however, to the process of gathering information on which
many business decisions will be made.

Research question-06: What are the Job Duties of an Account Executive?

An account is responsible for keeping financial records for a company or a

business. These records were traditionally kept in journals or ledgers called
“books,” giving bookkeepers their name. Bookkeepers are different from
accountants, as they have less formal training. The job duties of a bookkeeper
include keeping records of every financial transaction of a business, including
payments made, category of payments, and money taken in.

A bookkeeper must be able to balance the books, making sure that all income and
money spent is accounted for. Some bookkeepers freelance, contracting with one
or more companies. Others are employed by a specific company. Bookkeepers
must be meticulous and honest, paying close attention to details.
Research question-07: What Personal Skills or Qualities are needed to become an
Accountant?

Although most accounting positions require a bachelor’s degree; some employers

prefer one have his master’s degree in accounting. (Bookkeepers and accounting clerks
may be eligible for junior accounting positions in some situations.)

In addition to a bachelor’s or master’s degree, many accountants choose to obtain

certification in order to become a Certified Public Accountant (CPA).
If any one considering a career in accounting, he should have an aptitude for
mathematics and be able to analyze and interpret figures. He needs good
communication skills to be able to clearly communicate information to clients or
employers. He should be able to understand and utilize various computer software
accounting programs.

One will need to be willing to receive continued training while in the profession as tax
laws are constantly changing. Because accountants often work with sensitive financial
information for businesses or individuals it is important that as an accountant he have a
high standard of integrity.

Communicatio
Curtin’s n skills
Brief description
graduate Ability to
Interpersonal learn new
attributes and team-
1. Apply skills
Apply discipline knowledge, understand its
working
discipline theoretical underpinnings, and ways of thinking;
skills
knowledge, Extend the boundaries of knowledge through
principles and research. Problem
conceptsSelf solving and
Skills of
Motivated accountant analytical
2. Think Apply logical and rational processes to analyze skills
critically, the components of an issue; Think creatively to
creatively and generate innovative solutions.
reflectively

3. Access, Extra- what information is needed and

Decide Leadership
where it
evaluate and curricular skills and/or
might be found using appropriate technologies;
synthesize activities
Make Academic potential
valid judgments and synthesize
achievement
information; information from a range of sources.

4. Communicate Communicate in ways appropriate to the

effectively discipline, audience and purpose

5. Use Use appropriate and emerging technologies

technologies recognizing their advantages and limitations.
appropriately
 Fig 3: Skills of accountant

Research question-08: Who should I talk to about investment advice?

There are many different types of investments, each with varying degrees of risk
and potential payoff. When seeking investment advice, it is best to consult an
experienced and licensed financial advisor. There are several types of investment
advisors, including financial planners, stock brokers, and investment advisors.
Many beginning investors find working with a financial planner to be the best
option. Financial planners often specialize in helping one figure out how to
structure his current investments so that one can reach his long-term investing and
retirement income goals.
Every one should exercise caution when selecting a financial advisor. He
probably didn’t choose his doctor by opening the phone book, closing his eyes, and
pointing. He probably asked his friends and family for recommendations. The
same holds true when it comes to choosing a financial advisor. The people who
know one best are likely be the best source of guidance to a financial advisor who
will work well with one.
The financial advisor one chooses must be someone that one is comfortable with
and who listens to his concerns about investing. When meeting with a prospective
investment advisor, be honest about his investing goals and financial situation. Pay
attention to whether or not the advisor really listens to one. Does the financial
professional explain things clearly and in terms that one understands? If not, keep
looking until one find a financial advisor that does pay attention and offer clear
explanations. Proper communication is a necessity when it comes to cultivating a
relationship with an investment advisor.
In addition to finding and working with a personal investment advisor, one may
want to do some investment research on his own. It is certainly beneficial to learn
everything one can about investing.

CHAPTER 3: METHODOLOGY

Sample
We conducted a study involving data collection from the students of faculty of
Business Administration and Management in Patuakhali Science and Technology
University and five accounting related professional people in different
organizations. Of the 20 surveys which were taken randomly with a face to face
communication and e-mail with the help of questionnaire.

Data Collection
Data collection involved administration of a survey. The survey consisted of 3
sections:
Section 1 asked academics to rate on a scale ranging from 1 (Strongly Agree) to 5
(Strongly Disagree) statements about aspects of business/accounting education and
student populations in the university.
Section 2 requested information about the relationship between
accounting/business education and practice and factors impacting on change in
accounting/business education.
Section 3 required academics to rate 16 specific skills/attributes as listed in Table
2 and 3 on a scale ranging from considered important to extent delivered in
relation to importance to the future careers of their students.

CHAPTER 4: RESULTS AND DISCUSSION

Student perceptions about the value and relevance of accounting degrees
Mean scores for statements about the value and relevance of accounting education
in the student own universities are included in the table one. Here we have
discussed about five relevant questions to formulate and gather data. The five
questions are –
1. Intend to undertake postgraduate studies (MBA)
2. CA is more preferable than doing MBA
3. A core accounting major in strength of any business
4. Undertaking a dual degree academic (BBA, MBA) and professional degree
(CA/ACCA) is very beneficial
5. Accounting and business education in Bangladesh today is keeping up what it
actually occurring in the business environment
For the correct evaluation we have divided the whole five questions in to five
categories, and give scores for each category.
Category Score
Strongly disagree 1
Disagree 2
Partially agree 3
Agree 4
Strongly agree 5
For the first questions we have got the mean of the score is 4.5; so the student
perception is, they are close to strongly agree to “intend to undertake postgraduate
studies (MBA).” Here the standard deviation is 1.32.
For the second question we have got the mean of the score is 3.4; so here CA is
more preferable than doing MBA, and this statement is Partially agreed by the
student. And the standard deviation is 1.21.
For the third question’s, students partially agree or close to agree that “a core
accounting major in strength of any business” is needed. Here the mean value is
3.8 and the standard deviation is 1.37.
For the fourth question, Undertaking a dual degree academic (BBA, MBA) and
professional degree (CA/ACCA) is very beneficial; the students closely agree with
this statement because here the mean value is 3.87 and the standard deviation is
0.78.
For the fifth questions, “Accounting and business education in Bangladesh today
is keeping up what it actually occurring in the business environment” students also
think so. Because here the mean is 4.01 and the standard deviation is 0.50.

Table 1: Students perception about the value and relevance of accounting

degrees
Questions Mean SD

1.Intend to undertake postgraduate studies (MBA) 4.5 1.32

2. CA is more preferable than doing MBA 3.4 1.21

3. A core accounting major in strength of any business 3.8 1.37

4. Undertaking a dual degree academic (BBA, MBA) and 3.87 0.78

professional degree (CA/ACCA) is very beneficial

5. Accounting and business education in Bangladesh today 4.01 0.50

is keeping up what it actually occurring in the business
environment

Mean = ; Standard deviation

Chart: Student’s perception about the value and relevance of accounting degrees
(Mean)

Table 2: Student’s perceptions about the skills and attributes of an

accounting graduate
Skills and Attributes Considered Extent delivered/ Differences
important development between column 1
and 2
 Self Motivated 2.57 2.01 0.56

Professional Attitude 2.63 1.96 0.7

Oral Communication 2.41 1.68 0.73

Decision Making 2.26 2 0.26

Computer Literacy 2.43 2.04 0.39

Problem Solving 2.87 2.6 0.27

Critical Thinking 2.37 2.07 0.30

Analytical Skills 2.53 2.01 0.52

Teamwork 2.27 2.23 0.04

Written Communication 2.89 2.80 0.09

Business Awareness 2.91 2.91 0.00

Basic Accounting Skills 2.65 2.60 0.05

Ethics 2.78 2.02 0.76

Interpersonal Skills 2.34 2.24 0.10

Continuous Learning 2.59 2.50 0.09

Accounting software knowledge 2.45 2.20 0.25

No priority=1, priority=2, top priority=3

Discussion of Table Two
In table two we have discussed, gathered and valued data about the skills and
attributes of an accounting graduate in respect of students’ perception. Here we
consider about 16 skills and attributes of an accounting graduate. Here we have
divide the whole data in to three parts. The first part is the Considered important,
second part is the Extent delivered/ development and the third part is the
Differences between Considered important and Extent delivered/ development.
From our tabulation we have come to know that there are deviations between the
Considered important and Extent delivered/ development. Only some skills and
attributes have insignificant deviation or no deviation between Considered
important and Extent delivered/ development. They are teamwork, written
communication, business awareness, interpersonal skills, and continuous learning.
Here we have found the highest deviation in ethics. Because, we know that most
of the organizations are not ethically 100% right, and the lowest deviation or no
deviation is in business awareness. Because in this modern competitive business
world, each and every business organizations are very much conscious about their
business activity.
Table 3: Employer perceptions about the skills and attributes of an
accounting graduate
Skills and Attributes Considered
important (mean)

Self Motivated 2.43

Professional Attitude 2.60

Oral Communication 2.38

Decision Making 2.40

Computer Literacy 2.55

Problem Solving 2.92

Critical Thinking 2.32

Analytical Skills 2.68

Teamwork 2.35

Written Communication 2.90

Business Awareness 2.98

Basic Accounting Skills 2.82

Ethics 2.01

Interpersonal Skills 2.52

Continuous Learning 2.78

Accounting software knowledge 2.65

Description of Table Three

The table 3 is mainly for the employer’s perception about the skills and attributes
of the accounting graduate. Here from the tabulation we have valued the actual
situation regarding skills and attributes. Here we only calculate the mean.
 Table 4: Ranking and comparison between employers and students
expectations and perceptions
Skills and Attributes Ranking

Employers Students
Self Motivated 11 8

Professional Attitude 8 6

Oral Communication 13 12

Decision Making 12 16

Computer Literacy 9 11

Problem Solving 2 3

Critical Thinking 15 13

Analytical Skills 6 9

Teamwork 14 15

Written Communication 3 2

Business Awareness 1 1

Basic Accounting Skills 4 5

Ethics 16 4

Interpersonal Skills 10 14

Continuous Learning 5 7
Accounting software knowledge 7 10

Table 4: Discussion (Ranking)

Table four is the raking table. Here we give rank to the different skills and
attributes of an accounting graduate. This ranking is based on the ranking (mean)
of student’s perception and employer’s actual condition. From our table four we
have found some deviations about the ranking between the students and the
employers. On the basis of the students perception business awareness lies on the
rank one as well as according to the employer actual condition it is also in the rank
one. But each and every skills and attributes are in the same rank. Some of them
are insignificant and some they are significant, of them the variability in the
ranking ethics is noticeable. Though ethics is very much important in any business
but major organizations are failed to fulfill this thing. This table makes us sure
that students are more ethical than the others or their thinking is more ethical.

CHAPTER 5: FINDINGS, LIMITATIONS, CONCLUSION, REFERENCE

FINDINGS
1. According to the students perceptions most of the
students are closely strongly agreed to achieve post
graduate degree (MBA).

2. Students are in a dilemma weather to take or whether

to be chartered accountant. Some of them think to be
a chartered accountant is essential, others think that it
is not essential.
3. Many students think that core accounting major
strengthens their performance in the business field.

4. Students think that dual degree is very much in

beneficiary in the business field.

5. Accounting and business education is now growing up

in Bangladesh.

6. There is significant difference of skills and attributes

between the considered and extent according to the
student’s perception.

7. Found the highest deviation is in the ethical behavior.

8. The raking of skills and attributes are not same

according to the students and according to the
employers.

9. The ranking have some deviation and the major

deviation in the ethics.

10. Business awareness is very much important for

any organizations or any entrepreneurs and we find
that there is no deviation between the students and
the employers.
LIMITATIONS

Because our observations were limited to a relatively small sample we must be

cautious in interpreting our findings and in suggesting their generalisability. As a
means of data collection, questionnaire response rates may be affected by negative
or apathetic attitudes towards questionnaires particularly in large organizations.
While sampling was random, in an attempt to be representative, it is not claimed
that these views are indicative of the views of all accounting academics. It should
also be noted that the present study was based on self-report measures. Self-report
measures can be affected by leniency bias. Self-report measures may be subject to
leniency and range restriction than other measures. The use of self-report data is
justified on the basis that the focus of this study was to allow individuals to
express their view of about a subject that was of importance to them all. Given the
aforementioned limitations there are some potential rival explanations to the
findings that cannot be ruled out. The present findings cannot therefore be
considered definitive. Future research could examine whether the findings in this
study are generalisable to other educational settings within and outside Australia.
In addition, the population for this study was drawn from accounting academic
staff. The study could be replicated to include staff from other academic areas of
business courses to enable comparisons to be drawn.
CONCLUSION
To be successful in careers, accounting graduates need skills and abilities that go
beyond accounting technical knowledge. They include communication skills,
analytical skills, and interpersonal skills. Accounting graduates are expected to be
able to receive and send information, identify and solve unstructured problems in
unfamiliar settings, and exercise judgment. To be a good communicator they have
to become effective readers, writers, speakers, and listeners. Other desirable skills
include the ability to work in groups and serve as a leader when appropriate.
Some believe that accounting graduates need more college education due to the
recent changes in the business environment. Corporate executives believe that
entry-level accountants are out of sync with the modern times. Among the skills
entry-level accountants must have the practical experience, a broad understanding
of the real world events, social and communication skills. It is critically important
for the accounting programs to incorporate, in their curriculum, instructions
designed to improve students’ non-technical skills. Undergraduate and graduate
accounting programs across the country began a wide range of curriculum
development activities aimed to improving students’ job preparations by placing
more emphasis on teaching non-technical skills. What a student needs to, or
indeed, can, learn beyond disciplinary content in a university degree, and how and
why they should learn it, are issues with practical implications for those charged
with the responsibility of facilitating their learning. The questions of what they
need to learn and why, have a range of possible answers when examined from
different perspectives, taking into account institutional and workplace expectations
and students’ and employers views on the role and purpose of a university
education. How learning for the workplace might be accommodated within a
university degree, and more specifically, the relationship between disciplinary
learning, generic graduate attributes and professional practice, raises another set of
questions about the nature of knowledge and the nature of learning.
REFERENCE

Albrecht, W.S. and R.J. Sack, 2000, Accounting Education: Charting the Course
through a Perilous, Accounting Education Series, 16, 1-72.
Barrie S. 2004, A research-based approach to generic graduate attributes policy,
Higher Education Research and Development, 23, (3), 261-275.
Bath, D., Smith, c., Stein S., & Swann, R. 2004, Beyond mapping and embedding
graduate attributes: Bringing together quality assurance and action learning to
create a validated and living curriculum, Higher Education Research and
Development, 23, (3), 313-328.
Boyce, G., S. Williams, A. Kelly, and H. Yee, 2001, Fostering deep and
elaborative learning and generic (soft) skill development: The strategic use of
case studies in accounting education, Accounting Education 10(1), 37-60.
Braun, N.M., 2004, Critical Thinking in the Business Curriculum, Journal of
Education for Business, Mar/Apr, 78 (4), 232-236.
CPA Australia & The Institute of Chartered Accountants in Australia (2005),
Accreditation Guidelines for Universities, May 2005, available at
http://www.icaa.org.au/upload/download/Accreditation guidelines may
2005.PDF
DeLange, P., B. Jackling, and A. Gut (2006). , Accounting Graduates’ Perceptions
of Skills Emphasis in Australian Undergraduate Accounting Courses: An
Investigation from 2 Victorian Universities, Accounting and Finance, 46.,365-
386.
Donovan, C. (2005). The Benefits of Academic/Practitioner Collaboration,
Accounting Education: an international journal, Vol. 14, No. 4, 445-452.
Gammie, B., E. Gammie, and E. Cargill, (2002). Personal skills development in
the accounting curriculum, Accounting Education 11(1), 63-78.
Jones, A. and S. Sin, 2003, Generic Skills in Accounting, competencies for
students and graduates. Prentice Hall, Frenchs Forest (NSW).

APPENDIX: 1
 Department of Accounting and Information System
Faculty of Business Administration and Management
Patuakhali Science and Technology University
Dumki, Patuakhali.

An Interview Schedule

Sample No: Sample type:

Name : ………………………………………………….………………………..
Village/Road No:…………….……..…….…… Union :…………………………...…
Upazila : …………………….……………. District: …………….………………
Contact No :…………………………………….…………………………
1. Sex :……………………….………………….
2. Age : …………….……………………..…………. year
3.Family size :…………………….……….………….……...
person
4. Occupation :…………….…………………………..…...
………
5. Name of the organization :…………………….……………………….
……...Tk.
6.Educational qualification :…………………………………………...
…………

What does an Accountant do?

What do Accounting & Finance graduates do?
Do I need an accountant or accounting software?
How accountants help for monitoring the performance of large high
profile
 investment?

How accountants help in the analysis for decision making?

What are the Job Duties of an Account Executive?
What Personal Skills or Qualities are needed to become an
Accountant?
Who should I talk to about investment advice?

Table: Used by the Students only

Student Perceptions Strongly Disagree Partially Agre Strongly

Disagree Agree e Agree
1. Intend to undertake
postgraduate studies
(MBA)
2. CA is more preferable
than doing MBA

3. A core accounting major

is strength of any business
4. Undertaking a dual
degree academic (BBA,
MBA) and professional
degree (CA/ACCA) is very
beneficial
5. Accounting and
business education in
Bangladesh today is
keeping up what it actually
occurring in the business
environment

Table: Used by the Students only(skills and attributes)

Skills Considered Important Extent Developed
No Priority Top No Priority Top
Priority Priority Priority Priority
Self Motivated
Professional
Attitude
Oral
Communication
Decision Making
Computer Literacy
Problem Solving
Critical Thinking
 Analytical Skills

Teamwork
Written
Communication
Business Awareness
Basic Accounting
Skills
Ethics
Interpersonal Skills
Continuous
Learning

Table: Used by the Professionals only (skills and attributes)

Skills Considered Important
No Priority Priority Top
Priority
Self Motivated
Professional Attitude
Oral Communication
Decision Making
Computer Literacy
Problem Solving
Critical Thinking
Analytical Skills
Teamwork
Written Communication
Business Awareness
Basic Accounting Skills
Ethics
Interpersonal Skills
Continuous Learning
Accounting software
knowledge
 Sample Question 1 Question 2 Question 3 Question 4 Question 5
no.
01 5 2 1 4 4
02 5 1 3 4 4
03 1 5 5 5 4
04 4 5 5 5 3
05 4 5 5 4 5
06 3 4 5 5 4
07 5 2 4 5 5
08 4 5 5 5 3
09 3 4 3 4 2
10 5 2 3 4 3
11 4 5 5 5 4
12 5 4 5 5 5
13 3 2 1 3 5
14 3 4 5 4 3
15 5 1 2 4 4
63 51 58 59 61
ε
X 4.5 3.4 3.8 3.87 4.01
δ 1.32 1.21 1.37 0.78 0.50

APPENDIX: 2
Calculation of Students perception about the value and relevance
of accounting degrees
 Calculation of Student’s perceptions about the skills and attributes of
an accounting graduate
Sample no. 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1
1 2 3 4 5 6 7 8 9 0 1 2 3 4 5
X
Self Consider 3 3 3 2 3 3 3 3 3 2 3 3 3 3 2 2.57
Motivated ed
Extent 3 3 3 1 3 3 3 3 3 1 3 3 3 3 1 2.01
Professional Consider 3 3 3 2 3 3 3 3 3 2 3 3 3 3 2 2.63
Attitude ed
Extent 3 2 3 2 2 3 2 3 2 2 2 3 2 3 2 1.96
Oral Consider 2 2 2 3 2 2 2 2 2 3 2 2 2 2 3 2.41
Communicati ed
on Extent 1 2 1 2 2 1 2 1 2 2 2 1 2 1 2 1.68
Decision Consider 3 3 3 2 3 3 3 3 3 2 3 3 3 3 2 2.26
Making ed
Extent 2 2 2 1 2 2 2 2 2 1 2 2 2 2 1 2

Computer Consider 2 2 2 3 2 2 2 2 2 3 2 2 2 2 3 2.43

Literacy ed
Extent 2 1 2 2 1 2 1 2 1 2 1 2 1 2 2 2.04
Problem Consider 3 2 3 3 2 3 3 3 2 3 2 3 3 3 3 2.87
Solving ed
Extent 2 1 2 1 1 2 3 2 1 1 1 2 3 2 1 2.6
Critical Consider 2 3 2 3 3 2 3 2 3 3 3 2 3 2 3 2.37
Thinking ed
Extent 2 2 2 2 2 2 3 2 2 2 2 2 3 2 2 2.07
Analytical Consider 2 2 2 3 2 2 3 2 2 3 2 2 3 2 3 2.53
Skills ed
Extent 2 1 2 1 1 2 2 2 1 1 1 2 2 2 1 2.01
Teamwork Consider 3 3 3 2 3 3 3 3 3 2 3 3 3 3 2 2.27
ed
Extent 2 1 2 1 1 2 1 2 1 1 1 2 1 2 1 2.23
Written Consider 3 3 3 3 3 3 2 3 3 3 3 3 2 3 3 2.89
Communicati ed
on Extent 3 2 3 2 2 3 2 3 2 2 2 3 2 3 2 2.80
Business Consider 2 3 2 2 3 2 2 2 3 2 3 2 2 2 2 2.91
Awareness ed
Extent 2 2 2 2 2 2 1 2 2 2 2 2 1 2 2 2.91
 Basic Consider 3 2 3 2 2 3 3 3 2 2 2 3 3 3 2 2.65
Accounting ed
Skills Extent 2 1 2 2 1 2 1 2 1 2 1 2 1 2 2 2.60
Ethics Consider 2 3 2 3 3 2 3 2 3 3 3 2 3 2 3 2.78
ed
Extent 1 2 1 3 2 1 2 1 2 3 2 1 2 1 3 2.02
Interpersonal Consider 2 2 2 2 2 2 3 2 2 2 2 2 3 2 2 2.34
Skills ed
Extent 2 2 2 1 2 2 3 2 2 1 2 2 3 2 1 2.24
Continuous Consider 3 3 3 3 3 3 2 3 3 3 3 3 2 3 3 2.59
Learning ed
Extent 1 3 1 1 3 1 1 1 3 1 3 1 1 1 1 2.50
Accounting Consider 2 3 2 2 3 2 3 2 3 2 3 2 3 2 2 2.45
software ed
knowledge Extent 1 1 1 1 1 1 2 1 1 1 1 1 2 1 1 2.20

Calculation of Employers expectations about the skills and attributes of

an accounting graduate

Sample no. 01 02 03 04 05
X
Self Motivated Considered 2 1 3 2 3 2.4
3
Professional Attitude Considered 3 3 2 2 3 2.6
0
Oral Communication Considered 2 2 2 3 2 2.3
8
Decision Making Considered 3 2 2 2 3 2.4
0
Computer Literacy Considered 3 3 3 3 1 2.5
5
Problem Solving Considered 3 2 3 3 3 2.9
2
Critical Thinking Considered 2 3 1 2 2 2.3
2
Analytical Skills Considered 3 3 1 3 3 2.6
8
Teamwork Considered 3 2 3 2 3 2.3
5
Written Communication Considered 3 3 3 2 3 2.9
0
Business Awareness Considered 2 3 3 3 3 2.9
 8
Basic Accounting Skills Considered 3 2 3 3 3 2.8
2
Ethics Considered 2 2 2 3 1 2.0
1
Interpersonal Skills Considered 2 3 2 2 3 2.5
2
Continuous Learning Considered 3 3 3 3 1 2.7
8
Accounting software Considered 2 3 3 2 3 2.65
knowledge