Evidence on Education to Career Transitions in the Financial and Accountancy Sector

Business Education & Accreditation, v. 7 (2) p. 89-100 (2015)

12 Pages Posted: 1 Sep 2016

See all articles by Julie Haddock-Millar

Julie Haddock-Millar

Middlesex University

Chris Rigby

Middlesex University

Chandana Sanyal

Middlesex University

Date Written: 2015

Abstract

Aim of the Session: The aim of this pilot project was three-fold: 1) create a learning intervention with the aim of developing priority employability skills as determined within the financial services and accountancy sector for first year undergraduate students; 2) explore the participants’ experience of the program content; 3) identify recommendations for future schemes. The United Kingdom (UK) Financial and Legal Skills Partnership (FLSP) developed a platform to provide mentoring and skills development across financial services and accountancy. Known as “Get In Get On” (GIGO), the FLSP’S virtual work experience comprises two discrete though interdependent features: 1) skills and knowledge development; 2) e-career mentoring. Between February 2014 and April 2014, twenty eight mentees and mentors (from Middlesex University and supportive organizations/individuals) participated in the scheme. The pilot evaluation suggests that there is reciprocal learning for students and professional mentors within the context of the accounting and finance profession. Students have benefited from a heightened awareness of the career opportunities available in the sector and how their studies may assist them in developing their key employability attributes. Feedback suggests that the scheme has greatest benefit for students entering Higher Education, with a view to preparing them for future employment.

Keywords: Education, Career Transitions, E-Mentoring

JEL Classification: I2, Y8

Suggested Citation

Haddock-Millar, Julie and Rigby, Chris and Sanyal, Chandana, Evidence on Education to Career Transitions in the Financial and Accountancy Sector (2015). Business Education & Accreditation, v. 7 (2) p. 89-100 (2015), Available at SSRN: https://ssrn.com/abstract=2731268

Julie Haddock-Millar (Contact Author)

Middlesex University ( email )

The Burroughs
London, NW4 4BT
United Kingdom

Chris Rigby

Middlesex University ( email )

The Burroughs
London, NW4 4BT
United Kingdom

Chandana Sanyal

Middlesex University ( email )

The Burroughs
London, NW4 4BT
United Kingdom

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