ABSTRACT

The paper raises concerns about entry-level positions within large organisations as corporate accounting tasks are re-engineered, automated and relocated. Reduced opportunities for accounting graduates to start their careers are but one factor in a confluence of challenges to accounting education; not least, that in England and Wales study debt is around £50,000 for a typical degree programme. Drawing on discussions from an education/employer stakeholder group, the enquiry finds that longstanding tensions about the optimal mix of intellectual, technical and generic skills in accounting education might be better framed within a broader process of helping students to develop a social identity relevant to their work context. A key proposal is that educators should play a pivotal role in mentoring students so that they develop their own sense of preprofessional identity and thus, become work-ready on graduation.

摘要

随着企业会计任务的重新设计，自动化和重新安置，本文引起了大型组织中入门级职位的担忧。会计专业毕业生就业机会减少，但这只是导致会计教育挑战融合的一个因素；尤其重要的是，在英格兰和威尔士，一个典型的学位课程的学习债务约为50,000英镑。根据教育/雇主利益相关者小组的讨论，调查发现，在会计教育中知识，技术和通用技能的最佳组合方面长期存在的紧张关系可能会在帮助学生发展与其自身相关的社会认同的更广泛过程中得到更好的体现。工作环境。