Work-Integrated Learning in accountancy at Australian universities – forms, future role and challenges

Trevor Stanley and Jia Xu

Accounting Education, 2019, vol. 28, issue 1, 1-24

Abstract: This exploratory study seeks to obtain the views of strategic decision-makers surrounding the implementation of Work-Integrated Learning (WIL) Accountancy programs in Australian universities. Using an online questionnaire with mainly open-ended questions, the results showed most respondents perceived WIL programs as important and should be offered and assessed. Work placements and internships were the prominent forms of WIL; and WIL programs were of varying length but typically long, elective, unpaid, in the middle and/or end of the course/degree, assessed, with students awarded grades and credit points. The most challenging issues identified were the difficulty of finding placements and the resourcing implications. The contributions of the study relate to highlighting the various models of accountancy WIL actually implemented and providing empirical evidence on the challenges faced. Since WIL is perceived as important for the future and should be included in degree courses, the proposed future research could help overcome these challenges.

Date: 2019
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DOI: 10.1080/09639284.2018.1454333

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