Learning for Life and Work in a Complex World

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1 Learning for Life and Work in a Complex World Volume 38 Refereed papers from the 38th HERDSA Annual International Conference 6-9 July 2015 Melbourne Convention and Exhibition Centre (MCEC), Melbourne, Australia Rankin, M., McCann, L. & Hook, J. (2015) Building the graduate capabilities of students in the Master of Professional Accounting through a skills development approach to assessment. In T. Thomas, E. Levin, P. Dawson, K. Fraser & R. Hadgraft (Eds.), Research and Development in Higher Education: Learning for Life and Work in a Complex World, 38 (pp ). Melbourne, Australia. 6-9 July Published 2015 by the Higher Education Research and Development Society of Australasia, Inc PO Box 27, MILPERRA NSW 2214, Australia ISSN X ISBN This research paper was reviewed using a double blind peer review process that meets DIISR requirements. Two reviewers were appointed on the basis of their independence and they reviewed the full paper devoid of the authors names and institutions in order to ensure objectivity and anonymity. Papers were reviewed according to specified criteria, including relevance to the conference theme and sub-themes, originality, quality and presentation. Following review and acceptance, this full paper was presented at the international conference. Copyright 2015 HERDSA and the authors. Apart from any fair dealing for the purposes of research or private study, criticism or review, as permitted under the Copyright, Designs and Patent Act, 2005, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers at the address above.

2 Building the graduate capabilities of students in the Master of Professional Accounting through a skills development approach to assessment Michaela Rankin Monash University, Melbourne, 900 Dandenong Road, Caulfield East VIC 3145 michaela.rankin@monash.edu Leanne McCann Monash University, Melbourne, 900 Dandenong Road, Caulfield East VIC 3145 leanne.mccann@monash.edu Josephine Hook Monash University, Melbourne, 900 Dandenong Road, Caulfield East VIC 3145 josephine.hook@monash.edu Student achievement of graduate capabilities, beyond discipline-based knowledge, leads to enhanced employability (Oliver, 2013). This paper reports on a coordinated, integrated, and intentional approach to a course to constructively align teaching, learning and assessment practices (Biggs, 2007) to enhance the graduate capabilities of students in Monash University s Master of Professional Accounting. The process aligns the course curriculum with the skills statements in a number of governing frameworks: the AQF, Monash Graduate Attributes and Threshold Learning Outcomes for Accounting. Built into this alignment process is a close relationship to the professional associations. Students become cognizant of their skill development and can articulate and demonstrate their capabilities to potential employers. The assessment mapping of the course exposed potential gaps in the skills development of students. These gaps were addressed by challenging lecturers to make changes to teaching and learning activities in their units, including assessment tasks and criteriabased rubrics (Sadler, 2005), in order to position core skills development activities strategically throughout the course. Such pedagogical review and renewal ensures skills development is scaffolded and explicit. The outcome is that students now follow a pathway through the course where professional skills such as critical thinking, problemsolving and professional communication are learned, practiced and assessed. This paper shares how changes made to a final semester unit in the program have resulted in enhanced student performance, experience and employability. The unit provides students with the opportunity to develop and demonstrate graduate capabilities including written communication, knowledge, research skills and judgment in authentic assessments that emulate the tasks required of recent graduates in the workplace. Student experience is enhanced as the expectations for demonstrating these capabilities become visible and accessible. Assessment redesign for this project is underpinned by pedagogy for sustainability, considered to be a driver of students lifelong learning (Boud, 2000 and 2007). The paper presents the project findings and recommendations for program-based change to learning and teaching for incremental skills development. Annual Conference

3 Keywords: constructive alignment, skills development, authentic assessment 1. Introduction This paper reports on a collaborative program-based approach to constructively align teaching, learning and assessment practices (Biggs, 2007). This in-curriculum project was designed to enhance the graduate employability skills of students in the Master of Professional Accounting (MPA), a postgraduate accounting conversion course at Monash University providing students who have completed an undergraduate qualification in an area other than accounting the requisite skills and knowledge to meet accounting professional body requirements for membership. The embedding of generic or employability skills in the curriculum is of increasing interest across the university sector (Stoner & Milner, 2010), and is of particular importance to the accounting community (Willcoxson, Wynder & Laing, 2010). As a result of the business environment becoming more complex and dynamic (Palm & Bisman, 2010), the skills required of practicing accountants have changed. Technological advancements mean that the routine bookkeeping or technical aspects of accounting work has declined, replaced by the need to provide a range of business and management services (Heffes, 2001; Palm & Bisman, 2010). Consequently, student achievement of graduate capabilities, beyond discipline-based knowledge, is necessary because it leads to enhanced employability (Oliver, 2013). A range of factors has influenced the development of graduate attributes or employability skills in accounting curricula. Globally, competition for the education dollar has put pressure on governments to account for public spending on education, and increase access to education (Watty et al., 2014), both domestically and to the international education market. In Australia this has led to a national policy for regulated qualifications the Australian Qualifications Framework (AQF). The AQF is designed to build confidence in the Australian education sector by supporting nationally consistent qualification outcomes; to underpin quality assurance of education; and to support national and international mobility of graduates by enabling the recognition and comparability of qualifications ( From 2011, accounting education in Australia became subject to a set of threshold learning standards, determined at the national level, through a process involving extensive consultation with employers, professional bodies and academics. It is now expected that these standards be achieved at a minimum (threshold) level prior to the awarding of a degree in accounting at undergraduate or postgraduate level (Watty et al., 2014; Hancock et al., 2011). The joint accreditation guidelines of CPA Australia (CPA) and the Chartered Accountants of Australia and New Zealand (CAANZ formerly Institute of Chartered Accountants in Australia ICAA) now require accredited degree programs to demonstrate attainment of these threshold learning standards. In addition to these external influences on curriculum change and development, some internal factors have also led to the explicit integration of graduate attributes and employability skills in accounting curricula. In 2014 the faculty attained triple crown accreditation from the Association to Advance Collegiate Schools of Business (AACSB), the European Foundation for Management Development (or EFMD) Quality Improvement System (EQUIS), and the Association of MBAs (AMBA). In seeking accreditation it was important to document a clear process of curriculum alignment between learning outcomes, assessment and feedback, assurance of learning, and other quality processes. Consequently, our project reflects the Annual Conference

4 external influence of accrediting bodies along with the internal focus on assurance of learning, quality of education, assessment and feedback. This approach aligns with Lawson s suggestion that a combination of a top down-bottom up approach ensures sustainability (2014, p.11). The project discussed in this paper reflects a program of aligning expected outcomes at the program level with a number of governing frameworks: the Australian Qualifications Framework, university Graduate Attributes and Threshold Learning Outcomes for Accounting (see Appendix 1 for a summary of these frameworks). These outcomes were then mapped across the subjects in an Accounting Masters program, exploring the extent to which they were reflected in subject-level learning goals and assessment. Integral to this process is the use of curriculum mapping as a quality management and enhancement tool to identify gaps and opportunities across the program to more closely align the governing frameworks to teaching and learning activities, and to develop students employability skills, rather than the use of curriculum alignment solely to satisfy the assurance of learning process (French et al., 2014). This paper discusses how the various governing frameworks have been distilled to extract the set of skills that students would need to develop and demonstrate in order to meet all the requirements governing the Accounting degree. The process by which we undertook the curriculum and assessment mapping across the course is then described in Section 3. In Section 4, we present a case study of a curriculum alignment process applied to one unit in the course, including initial external and student feedback supporting changes made to assessment following this process. The final section addresses some of the challenges to change in learning and teaching across the program for incremental skills development. 2. Governing Frameworks Monash University s Graduate Attributes articulate the nature of a Monash University education, reflecting the vision of Sir John Monash: that individuals should develop themselves not only for their own benefit, but for the benefit of the community (Monash Graduate Attributes Policy, 2011). Akin to other Australian university statements of generic graduate attributes, Monash s graduate outcomes explicitly emphasise employability as well as effective global citizenry (Barrie, 2004). At a foundation level, graduate attributes may be seen as a set of skills that can be provided in an additional curriculum and delivered parallel to the discipline a series of workshops. At a higher level, they can be learnt as an integral part of discipline knowledge, providing a framework for lifelong learning and transcending the disciplinary context in which they were originally acquired (Barrie 2004). Thus, as outcomes, graduate attributes encompass more than skills and attributes: [They] shape the contribution [graduates] are able to make to their profession and society They are qualities that also prepare graduates as agents of social good in an unknown future (Bowden et al., 2000, webpage). At the national level, the Tertiary Education Quality and Standards Agency (TEQSA) requires that, from January 2015, accounting programs comply with the AQF. This has heightened demand for evidence of strong systems of quality assurance to demonstrate this (Watty et al., 2014). As a consequence, as outlined in section 1, the accounting community developed a set of minimum or threshold learning outcomes that graduates of accounting bachelor and master degree programs are expected to meet or exceed (Hancock et al., 2011). The Learning and Teaching Academic Standards Statement for Accounting (TLOs) identifies the nature and Annual Conference

5 extent of accounting as a discipline and sets out the minimum or threshold learning outcomes for accounting in five interrelated areas: judgement, knowledge, application skills, communication and teamwork, and self-management (Hancock et al., 2011, pp 1-2). The challenge of curriculum renewal focussed on graduate attributes is aligning the curriculum to these broad aspirational outcomes. Monash University s Graduate Attributes were examined against the AQF and the TLOs for Accounting to determine the skills that students of the Master of Professional Accounting need to develop in order to meet the requirements of the various frameworks, and consequently the expectations of the accounting professional bodies and employers of graduates. The Research Skill Development (RSD) Framework, adopted by Monash University to underpin the University s education strategies, under the leadership of the Library, articulates the incremental attainment of research skills in university coursework programs (Willison & O Regan, 2007). We have used this framework to identify where skills should be taught, practiced and assessed throughout the degree program thus informing our curriculum design and teaching practice and making explicit the skills to the students in the assessment criteria. Figure 1 represents the synergies between the governing frameworks and the RSD Framework. Figure 1: Governing frameworks for the Master of Professional Accounting 3. The Curriculum Mapping Process A review of the Master of Professional Accounting in 2011 coincided with the release of both the AQF and the TLOs for Accounting. The review resulted in the decision to introduce a capstone subject to the core structure of the MPA. The aim of this capstone is to integrate knowledge from the diverse areas across the accounting curriculum, and to provide an opportunity for students to demonstrate achievement of the various generic or employability skills at an appropriate level in readiness for employment in the accounting field. The capstone unit will be used in a range of quality processes to demonstrate achievement of Annual Conference

6 accounting TLOs through a regular external peer review process, and to demonstrate to TEQSA that the course reflects the requirements of the AQF at level 9. Before developing this capstone it was necessary to determine whether students were likely to be equipped to engage in the teaching and learning activities of the capstone at the appropriate level of academic rigour and independence, based on the skills and expertise developed in prerequisite subjects (Bailey, Van Acker & Fyffe, 2012). Monash University Library Research and Learning staff were invited by the Faculty to contribute their expertise on mapping graduate capabilities in the four prerequisite units for the proposed capstone to identify gaps and opportunities for a holistic and progressive approach to skill development in the curriculum. As the Research and Learning staff work explicitly in the area of student experience and engagement, the focus for the curriculum alignment project centred around identifying the skills that were being explicitly, and implicitly, assessed in each unit. An examination of unit guides and assessment details in the four units identified the skills students were required to demonstrate in the assessments, and whether these were explicitly and incrementally taught and developed through the teaching and learning activities in the unit. The results of the process revealed that while assessments generally aligned to the learning outcomes for each unit, gaps existed in the suite of skills that students were developing. For example, there were no assessments requiring the oral presentation of students work despite this being a key aspect of assessment in the capstone, and a key element of professional capability across all the governing frameworks (see Appendix 1). While there was some group work and report writing across the units, there was a heavy reliance on tests and exams at the expense of appropriate development of written communication skills. The level of autonomy that students were expected to exercise in their various assessment tasks in the four core units of the MPA was interpreted and aligned with the RSD framework. This alignment process considers that students require structure and guidance when learning new content and skills, demonstrated across the facets of learning at RSD level 1. As students progress through a course they are expected to demonstrate a more sophisticated level of learning, and operate with greater autonomy. At RSD levels 2 and 3 students use known knowledge and demonstrate understanding through more independent but largely teacherdirected research activities. This level translates broadly to AQF7, the Bachelor degree level. Unit assessments reaching into RSD levels 4 and 5 demand greater rigour and autonomy from the student, characteristic of an AQF9, or Masters, graduate (see Appendix 1 for a comparison of AQF9 and RSD 4-5). Thus students entering into a capstone should have had opportunities to learn and practice skills at RSD levels 4 and 5 before being assessed on them for the final time in the capstone. The mapping exercise revealed that the assessment tasks in the four core units generally provided high levels of structure and guidance that limited the opportunity for students to demonstrate their ability to work independently to the level of expertise required at AQF 9. The MPA core units were interpreted to sit firmly at RSD2/3, constraining the opportunity for students to identify, practice and receive feedback on their academic skill development at the appropriate level. The Library team presented the results of the curriculum alignment process to faculty staff as a heat map aligned to the RSD (see Figure 2). This diagram provides a powerful visual representation of the gaps in the program. Annual Conference

7 Figure 2: Skills development in the core units in the Master of Professional Accounting The curriculum mapping team engaged teaching staff in discussions around where particular skills should be taught, practised and assessed across the program. Initial meetings challenged academics to shift the focus out from their own unit and agree to a holistic approach to a skill development pathway to the capstone. While assessment in the elective units might develop a range of capabilities reaching into RSD levels 4 and 5, the teaching team agreed that the key to success for the students in the capstone was that all students should be engaged in a scaffolded and coordinated skill development program in the core units. Once a pathway of skill development was agreed upon by the teaching team, the next step in the curriculum alignment process was for the Library Research and Learning team to meet with lecturers and discuss ways in which assessments in their units could be enhanced. In some instances this was a straightforward task of making explicit to students the skills that were more implied in assessments, or introducing more autonomy into existing research tasks. In other units, lecturers who had previously relied heavily on tests and exams were willing to make dramatic changes to their assessment regime. The following section outlines the experience of implementing changes in teaching and learning activities in one of these pathway units. 4. Case study: Advanced Financial Accounting We document the iterative changes made to one subject in the degree in order to demonstrate how changes to teaching and learning activities, assessment, and associated assessment criteria enables students to demonstrate development of knowledge, judgement and written communication skills at a level sufficient to meet the expectations under the range of frameworks outlined in section 2. At the commencement of our project, Advanced Financial Accounting was undertaken by students in the final semester of their enrolment in the program. Assessment for the unit was a Annual Conference

8 mid-semester test, a research assignment and a final examination. The research assignment required students to research a contemporary issue in accounting, explore the current accounting or reporting requirements, and discuss the issue in the context of relevant theoretical frameworks presented in the subject. The research culminated in a business report, which, depending upon the issue concerned, required recommendations for changes to, for instance, regulation or disclosure requirements. While the assessment criteria addressed a range of generic or employability skills (knowledge, judgement, critical evaluation, communication), how these were being assessed were not necessarily clearly articulated in the assessment criteria for the task. Following the adoption of accounting TLOs, the lead academic for this subject participated in a social moderation process with thirty academics and practitioners from ten universities, to derive calibrated peer assessment of both assessment tasks and student work (for research on the social moderation process, see Watty et al., 2014; Linn, 1993). The aim of the social moderation process is to develop shared understanding of the TLOs, to develop consistency in judgements (Sadler, 2011) as to what is determined to be an appropriate task to allow students to demonstrate they meet the TLO, and whether student work addressing this task can be deemed to meet the TLO. During the first three workshops the moderation process focused on written communication skills, a recognised gap emerging from the moderation process. In addition to developing a shared understanding of the communication TLO, the process also influenced the ongoing development of the research assignment for the subject, the assessment criteria, and how these were imparted to students. Three main changes to the assessment task resulted from the social moderation process. The first was to revise the requirements to more clearly reflect the requirements of the TLO. In particular, the task was changed to become a more authentic task, reflecting a task that a graduate accountant would be likely to encounter in their first year of employment, for example, researching and providing advice to the board of directors or the chief financial officer on changes to governance or accounting rules or guidelines; or presenting a report to the partners and staff in an accounting firm outlining how regulatory changes might impact on clients, culminating in a set of recommendations for future advice to clients. The second change to the assessment requirements was to incorporate a second, short piece of writing aimed at non-accountants, for instance, a media release, a client update, or a letter to investors. The aim of this requirement was to enable students to differentiate between writing for specialist and non-specialist audiences, recognising the appropriate use of technical and more accessible language. The third change to assessments in this unit was to develop a rubric to mark the research task, clearly outlining the assessment criteria to students, and ensuring consistency and efficiency of marking (Reddy & Andrade, 2010: Sadler, 2005 & 2011). The teaching staff in the subject collaborated with Library Research and Learning staff in constructing the rubric to articulate the expectations for the assignment by listing the key marking criteria and describing levels of quality (Reddy & Andrade, 2010). The rubric is also useful as evidence of achievement of learning outcomes, thus meeting expectations of external accreditation bodies in a sustainable way (French et al., 2014). In addition to assisting teaching staff to grade student work, and achieve greater consensus across graders, rubrics also have benefits for students as part of a student-centred approach to assessment. In this context, rubrics may help students understand the targets for their learning, and the standards of quality for a particular assessment task. Annual Conference

9 Rubrics may also assist students to make valuable judgements about their own work and can inform revision and improvement (Reddy & Andrade, 2010). Evidence on the success, or otherwise, of these initiatives was gathered from a number of sources. First, student views of the nature of the assessment task, and the associated assessment criteria and rubric were very positive. In evaluating the subject at the end of semester, students positively responded to the level of feedback they received through the rubric, and the authentic nature of the task. One student responded: The best part [of the subject] is the assignment; as it is related to the actual business. Similarly, students found the rubric helped them to plan their assignment effectively by helping them to recognise the content as well as the skill proficiency that was required at the different grades awarded for the assignment. Students valued the feedback provided by the rubric, particularly as the rubric indicates clearly the development students need to demonstrate to move to the next grade. Feedback on the assessment task has also been received as part of the national external peer review of accounting learning standards. The research assignment was submitted for review as a task designed to assess students development of judgement, knowledge and written communication skills. Initially, the validity of the task is peer-assessed anonymously to determine whether it is appropriate to assess these TLOs. The second stage of the process is for a random sample of student work to be assessed to determine whether students are deemed to have demonstrated achievement of these TLOs. The review of student work returned a unanimous view that the task was appropriate to allow students to demonstrate their achievement of the TLOs of judgement, knowledge and written communications. The review of student work indicated that not all students met the level of outcome necessary for a Masters degree graduate, particularly in relation to written communication skills. One reason for this is the limited extent to which written communication skills are explicitly assessed in prior subjects in the program. Because the quality of written communication was not highlighted as an explicit assessable outcome in prior subjects, students are not necessarily aware that their skills may be lacking in this regard, and do not have the opportunity to seek to improve these. This was highlighted as an issue during the curriculum and assessment mapping process. In the final section of this paper we address some of the challenges to enhancing units from this process. 5. Conclusion While the results of the curriculum alignment process for the enhancement of the core units in the MPA degree have been keenly felt in two of the four units, developments have been slow in the remaining units. There are several reasons for this. Firstly, it is difficult to reach consensus across a group when some may be disengaged with the change process (Deneen & Boud, 2014). Staff changes and heavy workloads contribute to this disengagement. Secondly, certain accounting bodies require students to be assessed by examination for a certain proportion of their degree, limiting opportunities to change the assessment regime in some units. Further, some staff maintain the misconception that examinations are set at 70% of total assessments in their units, despite a directive from the Faculty that this is in many cases flexible. Staff experiencing positive results from this curriculum alignment process in their units have become champions for change. Several elective units are now also working with Library Research and Learning staff to enhance their assessment practice with the introduction of Annual Conference

10 authentic tasks that make explicit the development of graduate capabilities. This bottom-up approach is contributing to a model for a coordinated, organizational, integrated, and intentional approach to developing the graduate capabilities of students. However, structural and cultural change is required for this model to be effectively embedded into assurance of learning practice across degree programs (French, 2014). Our early data reveals that student experience is enhanced as the expectations for demonstrating graduate capabilities become more visible and accessible. As students become cognizant of their skill development they can articulate and demonstrate their capabilities to potential employers. As we review and refine of the process outlined in this paper, the next stage of implementation will include collecting and analysing data to provide evidence of the impact of a systematic approach on the employability of our graduates. References Bailey, J., van Acker, E., and Fyffe, J. (2012). Capstone Subjects In Undergraduate Business Degrees A Good Practice Guide. Brisbane, Queensland: Griffith University. Barrie, S.C. (2004). A research-based approach to generic graduate attributes policy. Higher Education Research & Development, 23:3, Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000). Generic capabilities of ATN university graduates. Canberra: Australian Government Department of Education, Training and Youth Affairs. Available from Accessed 16 January Biggs, J. (2007). Teaching for quality learning at university: What the student does (3rd ed.). Buckingham, UK: Society for Research into Higher Education and Open University Press. Boud, D. (2000). Sustainable Assessment: Rethinking Assessment for the Learning Society. Studies in Continuing Education, 22:2, Boud, D. (2007). Reframing assessment as if learning were important. In D. Boud & N. Falchikov (Eds.), Rethinking Assessment in Higher Education: Learning for the longer term. London: Routledge, French, E., Summers, J., Kinash, S., Lawson, R., Taylor, T., Herbert, J., Fallshaw, E. & Hall, C. (2014). The practice of quality in assuring learning in higher education. Quality in Higher Education, 20:1, Hancock, P. & Freeman, M. & Associates. (2011). Learning and Teaching Academic Standards Statement for Accounting. Surrey Hills, NSW: Australian Learning & Teaching Council. Available at Accessed 16 January Heffes, E.M. (2001). Making accounting relevant and attractive. Financial Executive, 17:3, Lawson, R., Taylor, T., French, E., Fallshaw, E., Hall, C., Kinash,S., & Summers, J. (2014). Hunting and gathering: new imperatives in mapping and collecting student learning data to assure quality outcomes. Higher Education Research & Development, published online at DOI: / Linn, R. (1993). Linking results of distinct assessments. Applied Measurement in Education, 6:1, Monash University (2011). Monash Graduate Attributes Policy, Melbourne: Monash University. Available from Accessed 16 January Oliver, B. (2013). Graduate attributes as a focus for institution-wide curriculum renewal: innovations and challenges. Higher Education Research & Development, 32:3, Palm, C. & Bisman, J. (2010). Benchmarking introductory accounting curricula: Experience from Australia. Accounting Education: an international journal, 19:1-2, Reddy, Y.M. & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35:4, Sadler, R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30:2, Sadler, R. (2011). Academic freedom, achievement standards and professional identity. Quality in Higher Education, 17:1, Stoner, G. & Milner, M. (2010). Embedding generic employability skills in an accounting degree: Development and impediments. Accounting Education: an international journal, 19:1-2, Annual Conference

11 Watty, K., Freeman, M., Howieson, B., Hancock, P., O Connell, B., de Lange, P. & Abraham, A. (2014). Social moderation, assessment and assuring standards for accounting graduates. Assessment & Evaluation in Higher Education, 39:4, Willcoxson, L., Wynder, M. & Laing, G. (2010). A whole-of-program approach to the development of generic and professional skills in a university program. Accounting Education: an international journal, 19:1-2, Willison, J. and O Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research and Development, 26(4), Annual Conference

12 Appendix 1: Summary of governing frameworks Monash Graduate Attributes and Master of Professional Accounting course outcomes Australian Qualifications Framework Learning and Teaching Academic Standards Statement for Accounting Research Skills Development Framework ash.edu/policybank/academic/educati on/management/mona sh-graduate-attributespolicy.html /Accounting_LS/Accou nting_learning_stand ards_- _February_2011.pdf sd/ (1) responsible and effective global citizens who: engage in an internationalised world exhibit cross-cultural competence demonstrate ethical values (2) critical and creative scholars who: produce innovative solutions to problems apply research skills to a range of challenges communicate perceptively and effectively. Course outcomes: (3) have a comprehensive understanding of their discipline and be able to provide discipline-based solutions relevant to the business, professional and public policy communities we serve (4) have advanced knowledge to master's level in accounting Level 9 Graduates at this level will Summary: have specialised knowledge and skills for research, and/or professional practice and/or further learning Knowledge: have advanced and integrated understanding of a complex body of knowledge in one or more disciplines or areas of practice Skills: have the following: cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice or scholarship cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level communication and technical research skills to justify and interpret theoretical propositions, methodologies, Master graduates in Accounting will be able to: Judgement Exercise judgement under supervision to solve emerging and/or advanced accounting problems in complex contexts using social, ethical, economic, regulatory and global perspectives Knowledge Integrate advanced theoretical and technical accounting knowledge which includes a selection of auditing and assurance, finance, economics, quantitative methods, information systems, commercial law, corporation law and taxation law Application Skills Critically apply advanced theoretical and technical accounting knowledge and skills to solve emerging and/or advanced accounting problems Communication and Teamwork Justify and communicate accounting advice and ideas in complex collaborative contexts involving both accountants and nonaccountants Self-Management Seek and reflect on Level 4 (Studentinitiated Research) Students initiate the research and this is guided by the educator A. Generate questions/aims/ hypotheses framed within structured guidelines. B. Collect and record self-determined information/ data from self-selected sources, choosing an appropriate methodology based on structured guidelines. C. Evaluate information/data and the inquiry process comprehensively using self-determined criteria developed within structured guidelines. Reflect insightfully to refine others processes. D. Organise information/data using student-determined structures, and manage the processes, within the parameters set by the guidelines E. Analyse and create information/data to fill knowledge gaps stated by others. F. Use discipline-specific language and genres to address gaps of a selfselected audience. Apply innovatively the knowledge developed to a different context. Probe and specify ESC issues Annual Conference

13 conclusions and professional decisions to specialist and nonspecialist audiences technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship Application: demonstrate the application of knowledge and skills: with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability to plan and execute a substantial researchbased project, capstone experience and/or piece of scholarship performance feedback to identify and action learning opportunities and self-improvements and initiate this process for others in each relevant context. Level 5 (Open Research) Students research within self-determined guidelines that are in accord with discipline or context. A. Generate questions/aims/ hypotheses based on experience, expertise and literature. B. Collect and record self-determined information/data from self-selected sources, choosing or devising an appropriate methodology with self-structured guidelines. C. Evaluate information/data and inquiry process rigorously using self-generated criteria based on experience, expertise and the literature. Reflect insightfully to renew others processes. D. Organise information/data using student-determined structures and management of processes. E. Analyse and create information/data to fill student-identified gaps or extend knowledge F. Use appropriate language and genre to extend the knowledge of a range of audiences. Apply innovatively the knowledge developed to multiple contexts. Probe and specify ESC issues that emerge broadly. For multiple authors: Copyright 2015 Michaela Rankin, Leanne McCann and Josephine Hook. The authors assign to HERDSA and educational non- profit institutions a non- exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non- exclusive license to HERDSA to publish this document in full on the World Wide Web (prime site and mirrors) and within the portable electronic format HERDSA 2015 conference proceedings. Any other usage is prohibited without the express permission of the authors. Annual Conference