Technical And Technical Skills Analysis
Defining Technical and Generic Skills
The skills agenda have been widely debated for more than a decade (Holmes, 2000; Kavanagh & Drennan, 2008). The environment in which accountants operate today is rapidly changing due to increased competition from globalization; developments in information and communications technologies (ICT) enabled through the use of the internet (Howieson, 2003; Chang & Hwang 2003: 441; Pan & Perera 2012: 92). These have heightened industry and workplace expectations of professionals in the accounting field by challenging their core competence (technical and generic skills) (IAESB 2012: IES 3 revised, par. A2)
Different authors view generic skills differently. Generic skills are generally seen as verbal and written …show more content…
The outcome revealed different point-of-view. Employers are interested in graduates knowledgeable about technology as well as good interpersonal (generic) skills. On the other hand, the academic circles focus on enhancing students’ ability to learn. In contrast, students believe that prior work experience is most important to employers. Even though employers stress the importance of skills, the requisite skills set vary depending on the role of the employee within the organization. The expectations of accounting graduates differ among stakeholders and industry in terms of generic and technical skills. According to Foster and Bolt-Lee (2002) graduates need to possess both generic and technical skills in order to remain competitive in an environment that is constantly …show more content…
Many researcher have refuted the claim stating that career success is derived from transferable generic skills over technical skills (Gammie, Gammie and Cargill, 2002; Hutchinson and Fleischman, 2003; Mohamed and Lashine, 2003; NCVER, 2003; Hassall, Joyce, Montanto and Anes, 2005). Arising from the ACCI & BCA Report (2002), employers noted that ‘personal attributes that contribute to employability’ is important to the set of required skills and that the skills that speak to employability should be the same for all industries, even though the workplace will determine the skill set that is essential. The BCA conducted another study in 2006 which highlighted those skills such ‘creativity, initiative, oral business communication and problem solving’ as lacking by graduates. Fleming (2013) as cited in Magogwe, Nkosana & Ntereke (2014) reported that “more than 75% of employers surveyed said that soft skills were as important as – or more important than – technical
The skills agenda have been widely debated for more than a decade (Holmes, 2000; Kavanagh & Drennan, 2008). The environment in which accountants operate today is rapidly changing due to increased competition from globalization; developments in information and communications technologies (ICT) enabled through the use of the internet (Howieson, 2003; Chang & Hwang 2003: 441; Pan & Perera 2012: 92). These have heightened industry and workplace expectations of professionals in the accounting field by challenging their core competence (technical and generic skills) (IAESB 2012: IES 3 revised, par. A2)
Different authors view generic skills differently. Generic skills are generally seen as verbal and written …show more content…
The outcome revealed different point-of-view. Employers are interested in graduates knowledgeable about technology as well as good interpersonal (generic) skills. On the other hand, the academic circles focus on enhancing students’ ability to learn. In contrast, students believe that prior work experience is most important to employers. Even though employers stress the importance of skills, the requisite skills set vary depending on the role of the employee within the organization. The expectations of accounting graduates differ among stakeholders and industry in terms of generic and technical skills. According to Foster and Bolt-Lee (2002) graduates need to possess both generic and technical skills in order to remain competitive in an environment that is constantly …show more content…
Many researcher have refuted the claim stating that career success is derived from transferable generic skills over technical skills (Gammie, Gammie and Cargill, 2002; Hutchinson and Fleischman, 2003; Mohamed and Lashine, 2003; NCVER, 2003; Hassall, Joyce, Montanto and Anes, 2005). Arising from the ACCI & BCA Report (2002), employers noted that ‘personal attributes that contribute to employability’ is important to the set of required skills and that the skills that speak to employability should be the same for all industries, even though the workplace will determine the skill set that is essential. The BCA conducted another study in 2006 which highlighted those skills such ‘creativity, initiative, oral business communication and problem solving’ as lacking by graduates. Fleming (2013) as cited in Magogwe, Nkosana & Ntereke (2014) reported that “more than 75% of employers surveyed said that soft skills were as important as – or more important than – technical