Undergraduate accounting capstone: Enhancing integration, reflective learning, and workplace transition for future professionals

Abstract

This study examines whether a university capstone course focused on accounting data and analytics equips undergraduate accounting students with the relevant professional and technological skills for future work. There is concern that the traditional accounting curriculum, which often emphasizes theoretical knowledge and technical skills, may not sufficiently prepare students for the complex, data-driven environment in the workplace. Therefore, our study is important because professional and technological skills are essential skills that students need to thrive in complex, data-driven environments, and our study provides insights into whether a capstone course can equip students with these skills. To examine these issues, we conducted focus group interviews with 12 undergraduate students and five industry professionals who had participated in the capstone course. We find evidence that the capstone course equipped students with professional and technological skills that are relevant for future work by (1) promoting integration across major-related courses, (2) providing opportunities for reflective learning, and (3) facilitating students' transition from university studies to professional workplaces. Our study contributes by highlighting how accounting educators and industry practitioners can benefit from the implementation of capstone courses in the accounting curriculum with respect to enhancing the accounting curriculum and developing accountants who are workplace ready.

Keywords: undergraduate accounting capstone, integration and transition, reflective learning, industry-ready, professional and technological skills