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An overview of industry engagement in the accounting curriculum: an

exploratory study of a Work Integrated Learning program

Luba Satchakova

School of Accounting & Finance*

Victoria University

Melbourne, Australia

*Higher Degree by Research Student

Contact Email Address: Luba Satchakova email: lsatchakova@gmail.com

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Abstract

The aim of this study is to provide an overview of a work integrated learning (WIL) program

introduced to an accounting degree course that is intended to enhance graduate employability. For

decades universities have addressed the issue including work integrated learning (WIL) programs in

their curriculum as a means of enhancing employment outcomes of students. This exploratory study

analyses the degree of incorporation of a form of WIL termed Learning in the Workplace and

Community (LiWC) in University’s learning process in particular, the program’s place in the

assessment tasks of accounting units. A case study approach is used to interrogate data from

University policy documents and unit outlines of the undergraduate accounting degree program for

two consecutive semesters. The distinctive features of this type of WIL program are examined as

well as the challenges for university staff following the program’s implementation are discussed with

reference to the relevant literature.

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Introduction

The aim of this study is to review the implementation of a particular form of Work Integrated

Learning (WIL) program known as Learning in the Workplace and Community (LiWC) initiated by a

Melbourne based university and incorporated in an undergraduate accounting program. The

overview of the implementation of LiWC is undertaken by reference to the university policy, as well

as the course curriculum material in accounting. Semester unit outlines contain information on

learning objectives and assessment criteria per particular unit of study. The study is exploratory in

that it is a preliminary study prior to undertaking a more detailed assessment of perceptions of LiWC

by the various stakeholders (students, academics and employers) involved in the accounting

program.

The significance of this case study is that it evaluates the progress of LiWC in accounting programs

and the implications for accounting educators in incorporating a form of WIL program in accounting.

The implementation with reference to University policy requirements is a feature of this paper. The

study also examines whether the features of the program adhere to the set criteria in terms of

curriculum activities and assessments. Underpinning theories for this review of LiWC include

Vygotsky’s concept of socio-cultural learning with Zone of Proximal Development, and Biggs’ concept

of constructive alignment of the learning. This study adds to the small body of literature about forms

of industry engagement that accounting students undertake as part of their accounting degree

studies. Furthermore this paper aims to contribute to an understanding of challenges WIL programs

present for accounting academics and accounting graduates in terms of the development of

graduate capabilities. The issue of WIL is of significant importance to both the profession and

accounting educators, and seen as an important way of improving the ‘work readiness’ of accounting

graduates.

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The paper commences with the challenges universities encounter in their attempt to prepare work-

ready graduates and the capabilities expected of graduates when they commence their

employment; thus the role of WIL is emphasised. Further, types of WIL programs are discussed, and

different structures of the WIL learning environment are outlined. This is followed by a background

to the specific work integrated program known as LiWC; the features of LiWC are then described

with reference to the university policy. The implementation of LiWC program in the undergraduate

degree courses is examined through an overview of the activities and assessments.

Challenges for Universities in their task to prepare graduates for the

accounting profession

In their attempt to prepare graduates to meet the demands of the changing work environment and

as such to find the solution of “best fit” in accounting education, researchers are now raising more

questions as to whether education is in fact capable of meeting employers’ demand for the work-

ready professionals (Cranmer, 2006; Tymon, 2012). Universities have traditionally been seen as

“Ivory Towers” (Crebert et al., 2004) and are now challenged to solve the issue of deficiency of skills

in accounting graduates (Gracia, 2010; Paisey & Paisey, 2010), since it is the education sector that is

called upon in many instances to provide the necessary skills that are required for accounting

professionals (Crebert et al, 2004; Stoner& Milner, 2010). Consequently, during the last decades the

role of universities is being viewed differently: there is a noticeable shift from universities being

providers of the traditional-academic- conceptual knowledge to the potential suppliers of the “work-

ready” graduates. Universities are expected to ensure that graduates are equipped with the skills

and attributes relevant to a professional job that they are about to commence (Bui & Porter, 2010;

Cranmer, 2006).

Challenges for graduates entering the labour market

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Graduates entering the workforce experience many challenges. Specifically, adjusting and

functioning in unfamiliar environments and ability to cope efficiently in unpredictable situations.

Furthermore, current workplaces expect multi-skilled, adaptable and effective team players, who are

able to seamlessly collaborate and cooperate, are flexible and possess inter-cultural awareness

(Crebert et al., 2004). Graduates are expected to have solid literacy in information and

communication technologies, possess associated cognitive and interpersonal skills (Birkett, 1993;

Keneley & Jackling, 2011) and be capable to keep abreast of new developments as they happen

within their chosen profession/industry. In addition, graduates are expected to be able to service

their own administrative and technological needs. Longer working hours are becoming the norm

(Harvey, 2001) and the security of “a job for life” has been replaced with short-term contracts. The

evidence suggests that there is more scope for graduates to move between fields, rather than

within, the average number of career changes during a lifetime has significantly increased (Crebert

et al., 2004).

On the other hand, some researchers (e.g. Harvey, 2001; Bui & Porter, 2010) have found that for

most of the accounting graduates their expectations are not met, when they commence initial

employment in terms of job satisfaction, salary levels, professional development opportunities, and

their knowledge base valued by their employers. The transition from university to employment is

seen by graduates as a challenging and unsecure step (Gracia, 2010).

WIL programs offered by universities

It is a common practice for universities to offer work integrated programs as a means of bridging the

gap between education and employment. There are many forms of work based training with

different features, but they have similar objectives: to improve employability of students via

enhancing students’ skills and attitudes. In particular WIL programs are expected to provide benefits

for students to narrow the gap or “discontinuity” between learning at university and learning by

doing at work. WIL aims to inform students about the real world environment, make them aware of

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real expectations in work place, and to encourage the development of relevant skills and

appropriate learning. Ideally, students would get a realistic idea of workplace; improve their

employability prospects by building up networks. Self-efficacy and confidence are perceived to be

enhanced as a result of WIL.

In Australia many universities offer ‘sandwich’ courses, known as Industry Based Learning or

workplace training courses that extend over a twelve month placement in industry. Work integrated

training is also provided by Learning in Workplace and Community (LiWC) program. LiWC was

introduced by a Melbourne based university and had been used as a conceptual framework for

improved learning and teaching in different degree courses. The focus in this type of WIL is to have

students engage with industry in a range of different ways depending on the discipline area of study.

According to the University’s LiWC policy, LiWC may include a wide range of WIL approaches, such as

‘projects in a workplace, practical, cooperative and clinical placements, field work, simulated

learning environment, apprenticeships, traineeships or internships and enterprise initiatives’(p.2).

Following the definition of LiWC, one of the features of such a program is “LiWC activities in a

simulated learning environment” (LiWC Policy, 2008 p2). Simulated learning environment is defined

in the policy as ‘the environment that closely resembles the real workplace in its function and

operation and provides access to a broad range of related experiences and scenarios’ (ibid, p2). The

support by industry representatives and the training activities reflecting real work experience are

the important components of an authentic working environment in the form of simulated

environments.

The simulated work environment however applies to discipline areas such as nursing where students

are expected to undertake tasks at university that resemble the work environment. Similar to any

WIL, LiWC is predominantly aimed at enhancing the job-readiness qualities of the university

graduates. In the context of the accounting discipline the policy is not readily adaptable to a

‘simulated environment’ unless accounting students undertake an industry placement. The form of

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LiWC undertaken in most instances therefore relates ‘to a broad range of related experiences’ that

typically involve engagement with industry. LiWC activities are embedded in the course to get

exposure to industry and community based learning. These embedded learning activities include

client-based projects for industry; client-based projects for community; multi-disciplinary projects;

and workplace simulations. In the context of accounting units of study a business report for a client,

a feasibility study on a project or a simulated trading activity are very worthwhile learning activities,

which if they involve industry or community, may be LiWC, but they fall into the project category

rather than the simulated learning environment category.

Structures of WIL programs in light of learning environment

The diagram below represents a structure of learning environment and the links and relationships

that are in place when a WIL program is offered by universities in partnership with the industry. Such

links are created in an environment when WIL involves training within the industry, where students

are given the opportunity to developing the employability skills via work place training. The work

places are provided by industry partners, students perform the related tasks/activities at the

‘authentic’ workplace environment. The examples of WIL may include programs as internship,

practical placement, co-operative education and other related program, where students are in

working environment in the industry itself. Such programs also form part of LiWC.

Diagram 1 WIL program learning involving work placement of students

Traditional WIL and LiWC where work placement is provided

Learning

Environment

Tasks –

Activities and

Assessments

Employability

skills

University

Industry

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The next diagram (Diagram 2) demonstrates the relationships that exist in a LiWC program that

assumes creating a learning environment that provides engagement with industry. Under this

approach students undertake learning activities and assessments in an environment, created by and

involve authentic industry engagement. There no direct industry involvement in terms of providing

students with training in the workplaces, yet the industry engagement is designed to support the

learning activities and assessments that need to be closely related to real work experiences.

Diagram 2 LiWC program

As it is evident from the above diagrams, the major difference between the two approaches is the

different learning environments that are predetermined by the participants in the program. The

environment in Diagram1 assumes a WIL program where students are provided with the opportunity

to learn in real work places, for example internships and practical placement programs. In such

cases, a clear partnership between university and industry exists, with various degree of power

sharing exercise; nonetheless, the involvement of industry is present. On the contrary, the LiWC

model in Diagram 2 references an environment, created for students to engage in a less formalised

placement. The following section discusses the underlying theories that need to be considered when

LiWC environment mode

University

Environment

Tasks –

Activities and

Assessments

Employability

skills

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designing any learning environment. These theories are particularly important for any WIL program,

since its objective is to achieve the learning outcomes beyond the University curriculum.

Theoretical background The theoretical background for this paper includes theories that are applicable to the learning in

work integrated environment, as represented in the above diagrams. Vygotsky’s theory of socio-

cultural cognitive development (1978) emphasises the fundamental role of the social interaction in

the cognitive development of people. This theory implies that higher mental processes come from

the social processes.

Vygotsky (1978) strongly believed that the environment is the most important component in the

process of meaningful learning. For WIL programs ‘meaningful’ learning is particularly important,

because students learn skills to be able to apply them in a real life work related situation, and

acquire knowledge that is ‘making sense’, and is deeply comprehended. Not surprisingly, the

important role of the learning environment was stressed by many other researchers. For example

Smith (2012) in his conceptual framework for the design of any WIL program, placed “authentic

environment” on the top of the list for the required criteria when using WIL programs.

Underpinning the concept for learning in a socio-cultural environment is Vygotsky’s theory of Zone

of Proximal Development (ZPD) which assumes that learning always precedes development. It is

based on the belief that education’s role is to provide students with learning experiences that are

within their zones of proximal development and by doing that students would be encouraged to

learn better; furthermore, as a result, students would advance with their individual learning. The

Zone of Proximal Development considered being the area where the most sensitive guidance should

be given allowing the student to develop the skills that they will use later on their own. Students

move on with their learning, the process of the acquisition of knowledge/skills has meaning and is

further driven by students themselves.

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Vygotsky’s theories are in accordance with Dewey’s (1938) arguments that education and learning

are social and interactive processes, and that students should be allowed to experience and interact

with the learning objectives and curriculum. So significant is the role and potential of learning

environment that it may lead to achieving objectives far beyond the curriculum boundaries. Ideally,

this is how it should be; after all, the purpose of education is not restricted to providing the content

knowledge and set of predetermined skills, but to teach students how to live, how to realise their

full potential throughout their life.

Dewey’s theory of experiential learning (1938) assumes “learning though experience”, consisting of

four stages in the learning cycle:

1) concrete experience that occurs through student’s interaction with environment;

2) reflection from students as a result of experience;

3) abstract conceptualization – deriving some meaning of knowing from the experience; and

4) application –testing and applying of what has been learned.

These four stages represent the ongoing, cycle process. This cycle is relevant to any work integrated

program where learning is achieved by completing practical tasks, in a relatively unfamiliar

environment, where conceptual knowledge assume to result in a meaningful experience (Volkov,

O’Connor, 2011).

Within the learning environment, the learning process itself assumed to adhere to the Biggs theory

(2003) of constructive alignment of the learning objectives and activities with the assessments. Biggs

concept of constructive learning is relevant to any learning approach; however, it is especially

important for the WIL program, aimed to equip students with knowledge and skills that could be

applied in real life context.

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Based on the above discussion and as outlined in the introduction, the purpose of this paper is to

examine the development of a particular form of the WIL known as Learning in Workplace and

Community (LiWC) offered by a Melbourne based university. LiWC claims to represent the distinct

and innovative approach in teaching and learning, it endeavours to develop work related skills of

students in an artificial working environment created on university campus. As with anything

relatively new, the program carries challenges and sometimes even frustrations. Nonetheless, the

main purpose of LiWC is to provide a quality learning experience for students and to improve

students learning; learning activities and assessments are critical in achieving the objectives of this

learning program.

The LiWC policy indicates that university is committed to making a minimum of 25% of course

assessment apply to learning in the workplace and community activities, as a proportion of the total

course assessment. All courses, including accounting, are to embed LiWC learning and assessment

activities as an integral part of the whole educational process.

The minimum of 25% applies to the whole course, rather than to individual unit of study. Thus, LiWC

activities and assessments are not expected to be included in every subject, for example, in

Statistics, where engagement with industry or community appears to be difficult or any other

disciplines where the course does not require practical application. However, for the accounting

units LiWC/WIL are relevant since accounting graduates are expected by the industry to

demonstrate specific developed graduate attributes upon commencement of their employment.

Keeping in mind the importance of WIL in accounting degree that involves activities and assessments

as integral part of learning process, the underlying research question to be addressed in this paper

is:

How has LiWC been incorporated in an accounting program as measured by appropriate

assessment tasks?

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The next section discusses the method used to explore the features of LiWC program and the degree

of its involvement in the undergraduate accounting curriculum of the university that operates the

program.

Case Study

Research methods The research presented in this paper is a case study: it explores the features and qualities of the

selected work integrated program (LiWC). A case study is an attempt to grasp the essence of an

event in real life (Winter, 2011). This case study by reference to the relevant data material and

literature examines the application of LiWC to the accounting discipline with the reference to

learning objectives, activities and assessments indicated in the unit of study outlines for the

undergraduate degree.

University background To appreciate the emergence of this unique WIL program, that is different to the commonly

recognised WIL program(s), some background information about the University is relevant to

understand. Similar to other Australian universities, the University in question offers a wide range of

accounting qualifications from vocational/ further education (VE/FE) to Master and PhD in

Accounting. It is believed that WIL programs suitably fit into undergraduate accounting courses, due

to the advantage of the University of having pathway programs that flow from vocational education

courses to undergraduate accounting degrees. VE/FE training packages endeavour to incorporate

the industry requirements in their curriculum. It is also facilitated by the availability of the extended

contact hours for those courses; teaching and learning objectives are not heavily conceptualised and

most of the learning process occurs in the form of practical, “hands-on” training.

It is acknowledged that creating a simulated environment for undergraduate accounting courses at

the University level is a challenging task; however, increasingly there have been difficulties in

obtaining suitable work placement. This is accompanied by a change in student expectations of

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completion of degrees. There is increasing evidence that students wish to complete their studies in

the minimum time possible therefore adding another 12 month work placement to degree

completion (via typical WIL programs) has been less attractive to students. Incorporating industry

engagement within the curriculum assists in overcoming both these issues: availability of WIL places

and timely completion of degree studies.

LiWC at University

To overcome various constrains, the University introduced a new WIL model, known as Learning in

Workplace and Community (LiWC), which assumes provision of teaching and learning activities via

engagement with industry and community while students are at the university campus. Since the

university uses pathways through VE/FE, it appears that LiWC would better fit in the final years of

their educational journey, when the students prepare to become work-ready. The teaching and

learning activities need to be closer related to the job expectations and more importantly, they

ought to be measurable and assessable.

At the time of writing this case study the University is working on revisiting the identified six

graduate capabilities, to make them more relevant to industry expectations. There is intention of

developing collegial learning assessments (CLA) to improve quality of university’s accounting

graduates’ feedback. In the current money-driven educational environment the funding from the

Australian government is based on the outcomes of university course evaluations; there is the need

for realistic and measurable variables that would reflect on the state of developed graduate skills

desired by the industry.

As outlined in the literature review graduate skills and attributes are better developed via WIL (Yap,

2010; Woodley and Johnston, 2010), therefore, WIL programs are becoming more important in the

educational process. LiWC is one of the many WIL programs offered to the students by the

university, yet it is different in its approach, because the emphasis is on creating a work related

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learning process within the educational environment, rather then placing students in authentic work

places.

Arguably, the university considers LiWC as the most significant and important program, by

ambitiously defining it as an umbrella term which incorporates all combinations of work-integrated

learning programs within and outside the university. Since 2004 the LiWC program has been

developed with the aim of being a “whole-of-university” model for WIL programs. It is recognised as

an important conceptual framework for strengthening learning and teaching in this university.

The following addresses the stated research question of this case study. The structure and

assessments of the LiWC were addressed to indentify the features of this particular model offered by

the University and to explore its place in the University’s undergraduate accounting program in

terms of assessment tasks. Data were collected from valid sources such as University polices and

curriculum outlines for accounting degree disciplines.

To reveal any evidence on whether LiWC program was targeted to contributing to the improved

graduate capabilities, information was gathered from the unit outlines for the two consecutive

semesters. The types of activities and assessments, the degree of their alignment with the objectives

of the course were considered to find the evidence on whether the program was aimed at

development of employability skills, and generally to reveal whether there were any noticeable

changes in LiWC approach to the learning process. In addition, challenges for the University staff,

further development prospects of LiWC program within the University were emphasised by the

critical review of existing literature, related to the design and development of LiWC.

Overview of the activities and assessment in LiWC in accordance with the

university policy

Following the university policy, LiWC assessments might include a wide range of formative and

summative forms, and some are listed as follows:

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-individual or team project reports

-reflective journals or diaries

-practical demonstrations

-oral or written presentations

In accordance with LiWC policy, the designed assessments should be able to confirm the engaged

learning experiences from LiWC activities. Furthermore, they should be measured and provide

feedback on the effectiveness of the learning experience. The design of learning and assessment

criteria for LiWC is expected to occur via negotiation with workplace supervisors, students, and

teaching staff (LiWC policy, p.3).

It is expected, that LiWC assessments should develop students’ critical reflection and self-learning

(Russell & et al., p5), as well as communication skills and other graduate attributes desired by the

profession. There is no one size fits all approach to be adopted, rather the assessments should be

“constructively aligned” (Biggs, 2003) with LiWC learning outcomes and with practical experience

provided by LiWC activity. However, it is fair to say that it is a challenge for academics and industry

representatives to develop assessments that fit the purpose of the curriculum and are in line with

graduate attribute expectations.

Data collected from unit of study outlines, for two consecutive semesters- Semester 2, 2011 and

Semester 1, 2012 is analysed. It is found that while the graduate capabilities are clearly highlighted

in accordance with University framework, and linked with the learning objectives in every unit of

study, however there is not clear systematic inclusion of LiWC activities and assessments within the

different units of study. Moreover, the LiWC assessments are not linked to the learning objectives;

instead group assignments and presentations are nominated as LiWC assessments. The concept of

creating a simulated environment is limited to providing students with the ‘real life’ company data

and referring students to ‘real life’ scenarios. It seems an assumption is made that group tasks are

aimed to improve communication and team working skills, as well as critical thinking and analytical

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skills that are claimed to be deficient in accounting graduates (Matthews, 1990; Crebert & et al,

2004; Stoner& Milner, 2010).

The following information provides some details on the degree of LiWC assessments in the

undergraduate units of study.

LiWC assessments in unit outlines of the accounting degree

The project-type LiWC activities ranged from completing group assignments assuming the role of a

financial advisor analysing company annual reports, preparing balance sheets for a fictional company

using practical software - Mind Your Own Business (MYOB), to interviewing small business

operators. The first accounting unit - Accounting for Decision Making: while in 2011 the 15% of total

mark was assigned to LiWC activity (this included a group project on share market analysis and

involved preparation of a share portfolio, ratio analysis, a business report and recommendations in

simulated environment), no LiWC assessments were considered in the following semester.

Corporate Accounting unit of study in 2011 assigned 20% of the total mark to LiWC assessments

linking it with case study that involved a guest speaker from the industry. Students were advised to

do some preliminary research prior to the industry representative’s presentation and prepare the

relevant and appropriate questions to be addressed during the activity. However, there was no LiWC

assessment included in 2012. In above examples and in assessment of course outlines for other

subjects (Appendix 2) it was also found that LiWC assessment was predominantly assigned to

activities involving some degree of group work; and where the unit of study did not have such

assessments and activities, no LiWC component was included in the assessment program for the

subject. It could only be assumed that due to the complexity of the concept in question, LiWC

activities and assessments were not applicable to every subject. Furthermore, as earlier discussed,

LiWC policy clarifies that it is not necessary to include LiWC activities and assessments in every unit

of study. The 25 percent of total assessment devoted to LiWC represents an overall figure for the

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total degree course comprising 24 units; therefore not every unit has LiWC assessments in their

semester outline.

In assessing the different subject outlines inconsistencies were found in calculating the total

LiWC percentage (Appendix 2). This shows somewhat formalistic approach to the LiWC

assessments that are included to make up the marks and considered mainly for group work. It

could be argued that the program is not realistic in the University environment as the

significant, even vital component for WIL is lacking, i.e. the engagement with industry and the

authentic environment.

On the other hand, it could be argued that these inconsistencies are only in the way that LiWC is

documented, not how it is implemented in reality, but the findings of this study are based on the

documentary evidence revealed from units of study semester outlines; the actual implementation in

reality could be examined using different research approaches and techniques such as observations

or interviews, however, this is outside the scope of this case study.

A brief summary of the LiWC activities and assessments for the two semesters is presented in the

table below:

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Table 1 Summary of units of study statistics

No of units

Unit outlines studied for the purpose of this article

Semester 2, 2011

Semester 1,2012

34

36

Units of study that did not have any LiWC activities/assessments in both semesters

6

Units of study that included LiWC activities/assessments only in one semester, but not in the other

Semester 2, 2011

Semester 1, 2012

2

3

Units of study that had the similar LiWC activities/assessments – unchanged - over the two semesters

18

Units that did make some changes (either type of LiWC activity/assessment or its portion in the total assessment)

4

Overall, number of units that had the unit outline available only in one of the semesters, perhaps these subjects were not offered (therefore, a comparison was not applicable)

10

Following the above summary, more than half of the units in the business accounting degree courses

incorporated LiWC activities and assessments in their curriculum. There were no noticeable changes

in the approach to the activities and assessments when compared over the two semesters. The

majority of LiWC activities and assessments were included as group work assignment/project

sometimes with group presentations. Few units considered individual assignments/projects and

presentations, while assuming a simulated learning environment by providing case study /“real life”

data examples. Only one unit used an activity that involved a presentation by the industry

representative and some degree of direct interaction with the university students with the industry

representative.

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It was also apparent from examining the unit outlines, that in its endeavour to incorporate LiWC

model into curriculum, the intention was clearly placed on developing students’ skills relevant to

graduate attributes. The assessment tasks of unit outline included projects and assignments that

required exercising range of skills, such as communication, working in a team environment,

analytical and problem solving skills. However, as earlier discussed, the critical factor in any work

integrated program is to provide the learning environment closely related to working in the industry.

From the data provided in the semester unit outlines it could be argued, that the simulated

environment the University overwhelmingly refers to in its curriculum could be too artificial and may

not provide the desired outcome. Future research would be required to explore further the

usefulness of such a learning environment; to provide more evidence and a deeper analysis of

activities and assessments of such a program. With this in mind, the University framework and its

capacity may need to be reassessed more realistically. The emphasis on outcomes might not be

justified, and instead may be imposing unnecessary strain on teaching staff and managers involved

in the design and implementation of the program.

Various literatures examine the challenges LiWC faces going forward, specifically the viability of the

program in a university environment. The intention of university to implement LiWC activities in all

courses and for all students assumes a “whole of university” approach. This approach is considered

to be a progressive initiative and places the University at leading position (LiWC Policy) as compared

to other educational organisations.

The University demonstrates a new vision with the focus on setting workplace and community

environment as a context where students can learn in and through work, rather than learning about

work (Russell et al, 2010). Praising the Universities initiative, the same literature argues that the

implementation of LiWC was found to be not as straightforward as anticipated (Russell & et al.,

2010; Russell et al., 2011) and provided considerable challenges.

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Russell & et al. (2010) thoroughly discussed the challenging issues that university experienced in

implementing LiWC by evaluating the program and analysing ‘the lessons learned’ since the program

design to assist in its future successful progression. According to the authors, the LiWC is still

advancing; however, the program deserves some analysis of “looking back while moving forward”

(Russell et al., 2010).

The authors emphasised that it was unfortunate for the project team to assume that the

implementation of LiWC program could be done simultaneously with the planning and design of

LiWC program. The concurrent implementation was not justified, instead, thorough planning was

required allowing more time for the implementation of the designed initiatives at a later stage. It is

apparent that the complexity of the program implementation was underestimated. A major,

collective change was required from the teaching staff that would involve among numerous other

things a significant pedagogical change at a broader scale.

Change is a very complicated issue: according to Scott (2003), change is not an event; it is a complex,

subjective and lengthy learning process for all those involved (p. 73). A significant cultural shift was

required to adjust the expectations of the managers, teaching staff with regards to the scope and

timing of the LiWC program’s implementation process. Scott (2003) also warns that the process of

change is cyclical, rather than linear; therefore, it cannot be imposed by instructions, the change has

to be willingly accepted in order for it to occur and be effective.

Russell & et al (2010) also indicated that instead of relying on heavy research in LiWC area, it would

be more appropriate to build a greater engagement with staff for the programs’ successful

implementation, thus more time and resources should be allowed. It was found that senior policy

management felt unreasonably optimistic about the LiWC outcomes, timelines were not realistic;

there was the unjustified assumption that implementation will naturally follow the action plans.

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Despite the constructive criticism, the project was found to be progressing and ‘moving forward”.

Active involvement of senior managers throughout all levels of the project was identified as a very

positive outcome (Russell et al, 2010). There was a strong framework developed that provided a

solid conceptual foundation, that included the Policy and LiWC guidelines, project advisory groups,

strong informal network of academics and industry practitioners. However, the significant challenge

that yet needs to be addressed is: evaluation of LiWC by the stakeholders involved in this learning

and teaching approach that targets improvement of employability skills in university graduates.

Conclusions and implications for future research

With the reference to the research question of this study it is found that although LiWC program

seems to take a considerable place in university policies framework, its involvement in teaching and

learning process seems to be somewhat nominal. From the overview of unit outlines, it is evident

that assessments and objectives are not sufficiently linked to the university’s graduate attributes; at

best they evolve around the tasks that would supposedly improve communication and teamwork

skills.

The vital component of any WIL program is engagement with industry, and this seems to be

insufficient in environment designed within the University. The authentic, socio-cultural

environment, however, is a prime prerequisite for any WIL program, underpinning theories of Zone

of Proximal Development (Vygotsky, 1978). It stimulates the development of required skills by

experiential learning (Dewey, 1938) through performance of meaningful tasks. Furthermore, Biggs

(2003) concept of constructive alignment of activities and assessments would be more meaningful

and effective in an authentic environment with industry engagement present, and activities and

assessments based on real work.

The related literature on LiWC topic (e.g. Russell, & et al., 2010; Russell et al., 2011) confirms the

challenging task of creating work related environment within the university. In addition to the

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missing link with industry, the implementation of the program is complicated due to other factors,

such as limited resourcing, inconsistency in approach to learning activities and assessments, and

unwillingness of staff to change the established routine of teaching and learning.

Nonetheless, the biggest problem is in creating the environment that would stimulate the

development of students’ employability skill. There is clearly absence of the vital feature that is

necessary for WIL and that is: greater degree of engagement with the industry. The artificially

created work-related settings are limited in their capacity to create ‘the feel’ of a working

environment. The mere concept of work related learning is distorted, and the challenges to

academic staff may not be adequately justified. Perhaps, it was not the best way to go, after all

tradition suggests that universities are required to teach and equip students with knowledge and

skills, and the work related skills are acquired once students become exposed to the real work

environment.

Cranmer (2006) argues that there are significant limitations in the WIL approach to finding the

solution for development of graduate skills outside of the workplace. At very most, during their

education students could be equipped with the skills for the transition to labour market rather than

with lifelong skills required by the profession (Little, 2003; Cranmer, 2006). Fair to mention, that

despite the contradicting findings, literature review shows that WIL programs nonetheless appear as

the most useful approach, especially where there is effective connection between industry and

university. Such partnership is able to better define and assess the fulfilment of the meaningful

objectives for the benefit of the involved stakeholders.

Although many researchers (e.g. Harvey 2001; Crebert et al., 2004) insist that the WIL is an effective

solution to improving students’ employability, the important gap remains (Smith, 2012) as to

understanding how the program effectiveness is measured and valued by the different stakeholders;

and whether these expectations are in fact reasonable and justified (Bui & Porter, 2010; Tymon,

2011).

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It would be desirable, to more closely interrogate the set tasks including assessment. Nonetheless it

could be concluded that state of LiWC in accounting program is remote from that defined in

university policy framework. Furthermore, as judged by the assessment tasks staff involved in

educational process appear to have various interpretations of the policy as it applies to accounting

units of study. There are also issues of increased workload, added to a sense of confusion and

dissatisfaction due to lack of clarity in policy. The requirement of the 25 percent of total course

assessments to be LiWC related, alsois not understood by a high proportion of staff – a quarter of

the educational program -was assigned to LiWC.

The potential benefit offered by LiWC to students is the possibility of obtaining their qualifications

within relatively shorter period of time, and to experience some degree of engagement with

industry to enhance their employability. However, it is questionable whether the desired skills

developed via LiWC would be comparable to the skills acquired via traditional industry placement

program. Furthermore, for students the industry placement is seen as a possibility to enhance

networking skills to gain future employment at their place of training, however, these opportunities

are limited by LiWC.

Some researchers (e.g. Stanley, 2010) advocate short industry placements arguing that even a

couple of weeks of industry training are beneficial to students in improving their generic skills and

confidence. Yet, the issue of usefulness of WIL programs remains in question. Most students today

have part-time jobs where they develop some of the required skills working at different junior level

positions. Further research is necessary to address the usefulness of WIL programs overall.

The key issue in this case study was looking at only one type of work integrated program offered by

the University. Generally, a case usually represents a part of the bigger problem/issue, in this

instance the problem of accounting graduates employability skills. The real challenge would be to

define the bigger problem being the job preparedness of accounting graduates as seen through the

24 | P a g e

eyes of various stakeholders. Different participants possess distinct and often conflicting

perceptions and views; however this is outside the scope of this study.

It would be desirable to analyse the content of the assessments to reveal a degree of engagement, if

any, with the situations at work place. The analysis is based on valid data disclosed in the semester

unit outlines; however, further analysis would be required to conclude about the usefulness of those

activities and assessments. This study provides a backdrop to a more comprehensive study that will

incorporate feedback from the various stakeholders, including their views on LiWC in the accounting

curriculum with a particular focus on the development of graduate capabilities that prepare students

for employment.

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References Albrecht, S. W., & Sack, R. J. (2000). Accounting Education: charting a course through a perilous

future. Accounting Education Series, American Accounting Association

Biggs, J. (Ed.). (2003). Aligning Teaching and Assessing to Course objectives. University of Aviero

Birkett, W. P. (1993). Competency Based Standards for Professional Accountants in Australia and

New Zealand (Sydney: Institute of Chartered Accountants in Australia, Australian Society of

CPAS, and New Zealand Society of Accountants)

Black, J. (2010). Earning and Learning on Campus - The Students as Staff Program. Paper presented

at the ACEN National Conference September- October 2010, Perth

Bui, B., & Porter, (2010). The Expectation-Performance Gap in Accounting Education: An Exploratory

Study. Accounting Education 19(1), 23-50

Cranmer, S. (2006). Enhancing graduate employability: best intentions and mixed outcomes. Studies

in Higher Education, 31(2), 169-184

Crebert, G., Bates, M., Bell, B., Patrick, C. J., & Cragnolini, V. (2004). Ivory Tower to Concrete Jungle

Revisited. Journal of Education and Work, 17(1)

Dewey, J. (1938). Experience and Education. New York: Collier

Evans, E. (2008). The Australian Society of Accountants’ Attempt to Introduce a Qualifying

Examination in the Early 1970s: a Case of Form Over Substance. Accounting Education: an

international journal, 17(1), 65-81

Gracia, L. (2010). Accounting Students’ Expectations and Transition Experience of Supervised Work

Experience. Accounting Education, 19(1-2), 51-64

Harvey, L. (2001). Defining and measuring employability. Quality in Higher Education, 7, 99-109

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Harvey, L., Moon, S., & Gaell, V. (1997). Graduates Work: Organisational Change and Students

Attribute. Centre for Research and Quality, Birmingham: University of Central England.

Jackling, B., & Keneley, M. (2009). Influences on the supply of accounting graduates in Australia: a

focus on international students. Accounting and Finance, 49, 141-159

Kay, J., Russell, L., & Standfield, R. (2010). Realising the vision: Implementing Learning in the

Workplace and Community at XXXX). WAGE Asia Pacific Hong Kong

Little, B. (2003). International perspectives of employability Briefing Paper. The Higher Education

Academy

Keneley, M., & Jackling, B. (2011). The Acquisition of Generic Skills of Culturally Diverse Student

Cohorts. Accounting Education: An International Journal, 20(6), 605-623

Mathew's Review. (1990). Report of the Review of the Accounting Discipline in Higher Education. In

E. a. T. Department of Employment (Ed.), Australian Government Publishing Service.

Canberra

Paisey, C., & Paisey, N. (2010). Developing skills via work placements in accounting: Student and

employer views. Accounting Forum, 34, 89-108

Russell, L., Nguyen, C., Wyder, A., & Avenell, S. (2010). Costing Learning in the Workplace and

Community at XXX University: the outcomes and challenges. Paper presented at the ACEN

National Conference September- October 2010, Perth

Russell, L., Standfield, R., & Kay, J. (2010). Looking back whilst moving forward - implementing

Leaning in the Workplace and Community at XXX University. Paper presented at the ACEN

National Conference September- October 2010, Perth

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Stanley, T. A. (2010). Bridging the Gap between Tertiary Education and Work: A Model of Situated

Learning in Accountancy. The Thesis- PhD, Centre for Learning Innovation, Faculty of

Education, Queensland University of Technology

Scott, G. (2003). November-December). Effective Change Management in Higher Education. Ed

Review, 64-80

Smith, C. (2012). Evaluating the quality of work-integrated learning curricula: a comprehensive

framework. Higher Education Research and Development 31(2), 247-262

Stoner, G., & Milner, M. (2010). Embedding Generic Employability Skills in an Accounting Degree:

Development and Impediments. Accounting Education, 19(1-2), 123-138

Tymon, A. (2011). The students’ perspective on employability. Studies in Higher Education, 1(16)

Volkov, A. & O'Connell, B (2011). A Theoretical Model of Experiential Work Based Learning, RMIT

Conference, Melbourne

Vygotsky, L. (1978). Mind in Society; The Development of Higher Psychological Processes. Cambridge:

Harvard University Press

Winter, R. (2011). Case study skills- how to analyse problems in case studies (1st edition, 2nd printing

ed). Prahran Vic 3181 Australia: Tilde University Press

Woodley, C., & Johnston, S. (2010). Professionally relevant learning: preparing students for the

recruitment process. Paper presented at the ACEN National Conference September- October

2010, Perth

XXX University (2008). Learning in the Workplace and Community Policy, Retrieved 20 November,

2011 from http://gpps.xxxu.edu.au/

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XXX University (2008). Making XXXU 2016: A Statement of Purpose, XXX University’s Strategic

Direction and Priorities, 2008-2016. XXX University: Melbourne

Yap, C. (2010). Embedding work-integrated learning in the business curriculum. Paper presented at

the ACEN National Conference September- October 2010, Perth

29 | P a g e

Appendix 1: Structure of LiWC in accordance with University policy

LiWC policy developed by the University highlights the design and structure of the work-integrated

learning objectives and outcomes. Initial LiWC policy was modified in 2007 and further in 2008;

currently the policy is under review again to accommodate the need for the measurement criteria of

graduate attributes assessment to meet the government’s funding criterion, as well as to overcome

some identified problems with LiWC implementation.

University’s LiWC Policy (2008) defines LiWC model as a compound term encompassing four

categories, such as:

a) practical placements

b) industry or community projects

c) workers as learners and

d) LiWC activities in simulated workplace environment

The above categories are referenced in further detail as follows:

Practical Placements classified as:

-Professional practical placements: e.g. clinical or internship required for accreditation by

professional bodies. These placements could be paid /unpaid, are carried under professional

supervision and are based on formal assessments.

-Long-term placements: e.g. “Students as Staff” program that enables students to learn in the

university environment.

-Flexible placements: Include unplanned placements of students - either full or part time - for a

short period of time. This form of placements is relatively easier to get and is inexpensive, it could be

organised at a unit level and students themselves could find such placement. Furthermore, it allows

students to gain experience in a wide range of operational tasks.

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Industry or community projects classified as:

Projects undertaken by student/group of students based on real situation, e.g. industry based

research, product research design and development, recommendation and implementation steps.

Students involved in this type of learning could participate in a consulting capacity within the chosen

industry thus forming valuable client relationships. The degree of interaction will depend on

students’ individual ability and preferences of the chosen industry.

Workers as learners:

This model includes apprenticeship, cadetships, work-based learning and in each of these cases the

role of the “learner” is not that of a student, but rather of a worker. Furthermore, the level of

interaction level is varied from the lowest operational level to MBA.

Learning in Workplace and Community (LiWC)

LiWC assumes learning in the simulated workplace environment that can include laboratories,

studios, training restaurants, practice firms, virtual business that replicate a real work place. In

accordance with LiWC policy, the simulated environments are acceptable sites for learning with an

assessment component within the 25% of requirements. Another requirement is that industry

representatives have to support the simulated environment as being authentic. Authentication of

the site should be evidenced by appropriate documentation, including industry-certification

assessment.

Further clarification to the LiWC policy is provided by additional tools on university website, that

provides thorough elaborations on which types of learning and teaching activities could be defined

as part of LiWC. For instance, lab work that is a stand-alone practical activity does not represent the

complex work place lab environment and therefore could not classify as LiWC activity. Neither do

role-plays nor paper based case study learning activities, unless they involve direct students’

interaction with industry or community representatives.

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The presentations by the guest speakers from industry prove to make valuable contribution to

students learning experience, however, these presentations alone cannot be considered to

constitute LiWC, if they lack the interaction with the students, either in a form of an interview or

project work. It is apparent, that the compulsory component for the LiWC teaching and learning

activity is evidence of engagement with industry. Another vital and critical requirement for LiWC

activities is to be able to constitute the assessable component of the unit, therefore, being clearly

identified and appropriately measured.

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Appendix 2:

LiWC assessments in unit of studies of the accounting degree for the two

consecutive semesters

Units of study

2011 Semester 2 2012 Semester 1

Types of LiWC activities

and assessments

% in

total

asst

Types of LiWC activities

and assessments

% in

total

asst

Accounting

for Decision

Making

Group project

Share market analysis in

simulated environment

15 None None

Accounting

Information

Systems

None None None N/A

Financial

Accounting

Analysing the actual

financial reports, linking to

accounting standards

In the unit assessment set

LiWC indicated for all the

assessments except for the

‘at risk’ making it 90%

altogether

30 Analysing the actual

financial reports, linking to

accounting standards

In the unit assessment set

LiWC indicated for all the

assessments except for the

‘at risk’ making it 90%

altogether

20

Corporate

Accounting

Case study in a simulated

environment involving a

guest speaker from

industry

20 the unit outline was not

available

Management

Accounting

Group assignment-

examine sustainability of a

real company within

industry

20 Group assignment-

examine sustainability of a

real company within

industry

20

Computerised

Accounting

Information

Systems

No LiWC - Group written report (4

members), application of

accounting software , a

practice set

20

Personal

Financial

Planning

Group assignment –

written report and

presentation

30

Group assignment-

financial plan project

30

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Tutorial participation

10

Auditing Group assignment –

develop an audit plan for a

financial audit of an

organisations financial

statements

Some inconsistency – 20%

for case study

15

Group assignment –

develop an audit plan for a

financial audit of an

organisations financial

statements

Some inconsistency – 20%

for case study

15

Corporate

Finance

No LiWC assessments - No LiWC assessments -

Advanced

Financial

Accounting

LiWC N/A - LiWC N/A -

Advanced

Management

Accounting

Real business case analysis

and presentation (Group

work)

Group case

reaction/written

Reporting learning points

from analysis of real

business

10

8

10

Simulated business case

analysis and group

presentation

Assignment paper- current

event- topic analysis and

reflection

14

12

International

Banking and

Finance

Case study and foreign

exchange market survey-

to familiarise students with

operational aspect of

foreign exchange market

behaviour – ‘will directly

relate to LiWC’

Yet, some inconsistency in

the grades settings:

Group assignment –essay

in a simulated environment

– 20%

Final exam –short answers

15 Case study and foreign

exchange market survey-

to familiarise students with

operational aspect of

foreign exchange market

behaviour – ‘will directly

relate to LiWC’

Yet, in grades settings:

Group assignment –essay

in a simulated environment

– 20%

Final exam –short answers

and essay in a simulated

15

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and essay in a simulated

environment – 65%

environment – 65%

Investment

and portfolio

management

Practical project to solve in

a working team

environment- simulated

environment project

10 Outline N/A

Credit and

Lending

Decisions

Working collaboratively

with other team members

to prepare a lending

submission based on a

chosen company listed on

ASX – group project in a

simulated environment

40 Working collaboratively

with other team members

to prepare a lending

submission based on a

chosen company listed on

ASX – group project in a

simulated environment

45

Managerial

Accounting

Simulated business case

study drawn from real life

business

Scenario -15%

Group project 15%

25 Group project on real life

business case.

Comprehensive study of

costing system

15% for case study, 15% for

group project

25

Financial and

Corporate

Accounting

Assignment on

consolidation entries

10 Assignment on

consolidation entries

10

Professional

Auditing

- Group assignment –

develop audit plan-

simulated auditing case

study

However in grades set it

shows as 15%

25

Business

Finance

Practical application of

theory related to topic

discussed in class-

application of theory in real

life situation (??)

20 Group assignment –

hypothetical practical data

However, no marks

assigned to LiWC

assessments in grade set

25

Corporate

Accounting

Group assignment

(Report 10%, presentation

20 Group assignment

(Report 10%, presentation

20

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10%) 10%)

Accounting

Systems and

Processes

MYOB comprehensive case

study- a typical set of

transactions and reports

for the business- business

simulation

20 MYOB comprehensive case

study- a typical set of

transactions and reports

for the business- business

simulation

25

Treasury Risk

Management

Group project and

individual assignments

-Individual critical report

and presentation on the

assigned academic paper-

simulated environment –

10%

-Group report and

presentation – project-30%

-Group assignment in

trading simulation 10%

50 Group project and

individual assignments

-Individual critical report

and presentation on the

assigned academic paper-

simulated environment –

10%

-Group report and

presentation – project-30%

-Group assignment in

trading simulation 10%

50

International

Financial

Management

Group presentation 30 -

Financial

Analysis

Analysis of real world

company

Yet the components did

not add:

-short case presentation in

groups 15%

-analysis of the report –

written group assignment

25%

-final exam -50%

65 Analysis of real world

companies

-analysis report- major

international publicly listed

company – written group

assignment 25%

-short case presentation

based on assignment 10%

35

Managerial

Control

Systems

LiWC -’0 ’ assessments 0 LiWC is not mentioned

Credit and

Lending

- LiWC assessments

-individual assignment on

40

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Management risk assessment- numerical

analysis and written report

in a simulated environment

10%

-group assignment – credit

proposal in simulated

environment 30%

Accounting

for

Management

- Group assignment on

financial and management

of an assigned company –

data collection from

various media of actual

business, analysis and

report preparation

18

Computerised

Accounting in

an ERP System

- Research project –

academic paper 20%

Configuration of a medium

sized company – exam 40%

Both in simulated

environment

60

Business

Statistics

Assignment – group report

on computer/statistical

analysis- simulated

environment 20%

-final exam- questions from

workplace scenarios 60%

80 Assignment – group report

on computer/statistical

analysis- simulated

environment 20%

-final exam- questions from

workplace scenarios 60%

80

Quantitative

Methods for

Economics

and Business

N/A 0 N/A 0

Statistics for

Business and

Marketing

Group assignment – a

report on a case study

based on a simulated

environment- at risk

assessment

10 Group assignment – a

report on a case study

based on a simulated

environment- at risk

assessment

10

Risk

Management

LiWC assessments

{Yet, assignment 1- use the

100 LiWC assessments

{Yet, assignment 1- use the

100

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and Insurance real share price data

60%,Assignment 2- 60%}

In the assessments set all

100% of the assessments

are indicated as LiWC

carried in a simulated

environment. These

consisted of:

-at risk assessment-

assignment 15%

-assignment 10%

-assignment 15%

-final exam 60%

real share price data

60%,Assignment 2- 60%}

In the assessments set all

100% of the assessments

are indicated as LiWC

carried in a simulated

environment. These

consisted of:

-at risk assessment-

assignment 15%

-assignment 10%

-assignment 15%

-final exam 60%

Commercial

Banking and

Finance

Briefing to CEO and weekly

workshops

-briefing to CEO involves a

group based banking

project as a risk

management team to

provide a risk analysis to

CEO, involves review of

financial market and risk

assessment

25 Briefing to CEO and weekly

workshops

-briefing to CEO involves a

group based banking

project as a risk

management team to

provide a risk analysis to

CEO, involves review of

financial market and risk

assessment

25

Financial

Derivatives

Market

N/A LiWC 0

Quantitative

Analysis

LiWC 0 LiWC 0

Planning for

Long Term

Wealth

Creation

LiWC assessments

-Group assignment –

various work related

scenarios, analysis of real

life case studies –

simulated environment

30%

-Final exam includes

questions where students

80 LiWC assessments

-Group assignment –

various work related

scenarios, analysis of real

life case studies –

simulated environment

30%

-Final exam includes

questions where students

80

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Additional comments:

Units such as Information Accounting Systems, Advanced Financial Accounting, and

Quantitative Methods for Economics, Quantitative Analysis, Corporate Finance and

Managerial Control Systems indicated N/A against for LiWC assessments.

The information in Financial Accounting unit outline informed that 20% of the assessments

“can be related to LiWC”, yet in the set of their assessments LiWC was considered for all of

the assessments, excluding the “at risk assessment- test”, making 90% for the unit relevant

to LiWC program delivery and assessment. Similar information was included for both

semesters, assuming simulated environment for LiWC activities, including the final exam

A slight shift of LiWC assessments’ weighting was noticed in more advanced accounting

subjects, for example in Personal Financial Planning unit of study 40% of LiWC in 2011 (that

included group assignment – written report and presentation – 30% and tutorial/case

participation -10%) was changed to only 30% in 2012 – group financial plan project. Credit

and Lending Decisions unit of study had similar task of working collaboratively with other

team members in a simulated environment and preparing a lending submission based on a

chosen company listed on ASX, but slightly changed the percentage from 40 for 45.

Insignificant changes in assessment marks and in the content of LiWC activities were also

found in Advanced Management Accounting, Accounting Systems and Processes, Financial

Analysis, Credit and Lending Management.

must apply their

knowledge to client

scenarios

must apply their

knowledge to client

scenarios

Financial

Institutions

and Monetary

Theory

Activity group project –

assignment – compare two

financial system

industries/countries

40 Activity group project –

assignment – compare two

financial system

industries/countries

40

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No change of percentages or content of the assessment task was found in units such as

International Banking and Finance, Managerial Accounting, Financial and Corporate

Accounting, Corporate Accounting, Treasury Risk Management, Business Statistics, Risk

Analysis and Management, Risk Management and Insurance, Statistics for Marketing,

Commercial Banking and Finance, Financial Institutions and Monetary Theory, Planning for

Long Term Wealth Creation.

On contrary, another subject, such as Computerised Accounting unit did not have any LiWC

activities and assessments in 2011, but included the group written report worth 35% of total

assessments to LiWC activity. MYOB exercises and practice set was also considered to be

relevant to WIL and were considered as LiWC activities.