A Programme to Expose Students to Senior Executives in the World of Accounting: An Innovative Learning Method

Abstract

This paper deals with one well-tested means of providing inspiration through a carefully planned International Study Tour (IST) that has, at its core, site visits to world class global organisations. During these visits, students are addressed by senior personnel of those organisations. The esprit de corps inculcated by the intense and exciting nature of the IST and the high quality of the host organisations combines to produce a highly productive educational outcome. In this analysis of an important learning method, we analyse the feedback of IST participants to evaluate the learning benefits of participating in an IST, and provide a comprehensive template of how to operate such a programme. Our findings suggest that the IST provides students with a global and life experience that has no equal in the classroom. Through this paper, we aim to inspire other academics to implement a similar programme at their universities.

Keywords:

• International study tour
• experiential learning
• professional knowledge
• generic skills

Acknowledgements

The authors greatly appreciate the helpful comments from Reg Matthews in reviewing an earlier draft of the paper. In addition, the authors should like to express their appreciation to the Guest Editor of this themed issue of Accounting Education: an international journal, Catriona Paisey and the two anonymous referees for their care and guidance.

Notes

Wygal (2006, p. 203) itemises some 13 individual enquiries worldwide that have examined various aspects, and the need for reform, of the accounting curriculum.

In years past, the term, ‘Generic Skills’ was associated with those skills developed outside technical capabilities in accounting and typically included writing and communication. More recently, the definition is taken to suggest the development of those non-technical skills relevant to the future work of graduates. In context, this could mean ‘teamwork’ or similar (Barrie, 2004; Howieson, 2003).

At the time of writing IFRS represented a significant challenge to accountants globally and this was adopted as the academic theme of the IST. In future years, this may be substituted by other relevant accounting issues.

In the undergraduate degree, students have the choice of six student ‘electives’. This means students are allowed to study anywhere in the university and this may include the IST, which accounts for two of these six electives.

Australian permanent residents (hereafter termed ‘domestic students’) attending Australian universities generally pay tuition fees that represent less than the full cost of providing that education. The Commonwealth Government of Australia subsidises the majority of the balance with the level of government support varying considerably from course to course. Domestic students can opt to either pay the tuition fee upfront at a discount or defer it until they commence earning a certain salary level. Conversely, students who are not Australian permanent residents (hereafter termed ‘international students’) pay the full cost of their university education without a government subsidy. Individual universities are free to set their own fee levels for international students. International students represent a growing proportion of enrolments within Australian universities with most emanating from the following countries: China, Singapore, India, Hong Kong and Malaysia. While it is not the purpose of this paper to critique these somewhat controversial entry standards of the Australian university system, it is of relevance to note that students studying accounting in Australian universities now comprise a range of nationalities with a multiplicity of cultural and social backgrounds. This diversity is likely to impact on the group dynamics of the IST.

Students are required to pay any tuition fees associated with their enrolment.

The basis of the instrument is drawn from an earlier study by O'Connell, Webb and Higgins (2000), which was updated to incorporate the more recent developments in desirable generic skills.

Some students stayed on in Europe after the conclusion of the IST and this would limit their ability to respond to the questionnaire.

While these results show overwhelming support for the IST, this support needs to be taken in context. That is, their expectations are high from the outset. This is driven by inter-alia, word of mouth from prior IST participants, self-selection bias, level of organisation, and overall quality of the experience.