Professionalising Accounting Education – The WIL Experience

Journal of Cooperative Education and Internships, Vol. 45, No. 1, pp. 80-92, 2011

Griffith University Law School Research Paper

4 Pages Posted: 24 Oct 2011 Last revised: 14 Feb 2018

See all articles by Brett Freudenberg

Brett Freudenberg

Griffith University - Griffith Business School; Griffith University - Griffith Law School

Mark Brimble

Griffith University - School of Accounting, Banking and Finance - Nathan and Logan Campuses; Centre for Financial Independence and Education

Craig Cameron

Griffith University

Dianne M. English

Griffith University

Date Written: October 23, 2011

Abstract

The study tests the impact of an undergraduate business degree with significant Work Integrated Learning (WIL) components on student satisfaction, self-efficacy, and generic skills development compared to students undertaking a traditional business degree. The article adopts a longitudinal survey methodology of two sample groups: A control group studying a traditional business degree (“Control Group”); and a group of students enrolled in the WIL business degree (“PD Students”). The survey instrument, which contained self-reported Likert scale measures of self-efficacy, generic skills, and satisfaction, was administered at the beginning of the students’ first, second, and third year of study.

We find that the WIL business degree has had a positive influence in terms of student satisfaction, self-efficacy, and generic skills development and these measures are more pronounced than students completing the traditional business degree. The study extends the research on generic skills in business education and supports empirical evidence of WIL as a method of achieving greater student satisfaction with their academic experience, enhancing student self-efficacy, and developing students’ generic skills. Despite its resourcing issues, this study provides initial evidence to support further investment by higher education and industry in WIL activities within accounting education.

Keywords: work-integrated learning, generic skills, professional development, wil, graduate attributes, business

JEL Classification: I20

Suggested Citation

Freudenberg, Brett and Brimble, Mark and Cameron, Craig and English, Dianne M., Professionalising Accounting Education – The WIL Experience (October 23, 2011). Journal of Cooperative Education and Internships, Vol. 45, No. 1, pp. 80-92, 2011; Griffith University Law School Research Paper. Available at SSRN: https://ssrn.com/abstract=1948261

Brett Freudenberg (Contact Author)

Griffith University - Griffith Business School ( email )

Brisbane, Queensland 4111
Australia

Griffith University - Griffith Law School ( email )

Nathan Campus, GU
Nathan 4111
Australia

Mark Brimble

Griffith University - School of Accounting, Banking and Finance - Nathan and Logan Campuses ( email )

University Drive
Logan, Queensland 4131
Australia
(07) 373 55311 (Phone)

Centre for Financial Independence and Education ( email )

Brisbane, Queensland 4111
Australia

Craig Cameron

Griffith University ( email )

Brisbane, Queensland 4111
Australia
55587623 (Phone)

Dianne M. English

Griffith University ( email )

170 Kessels Road
Nathan Queesland 4111
Australia
61 7 373 54108 (Phone)

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