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dc.contributor.authorFreudenberg, Bretten_US
dc.contributor.authorBrimble, Marken_US
dc.contributor.authorCameron, Craigen_US
dc.contributor.authorEnglish, Dianneen_US
dc.date.accessioned2017-05-03T11:38:40Z
dc.date.available2017-05-03T11:38:40Z
dc.date.issued2011en_US
dc.date.modified2012-02-10T02:15:21Z
dc.identifier.issn19332130en_US
dc.identifier.urihttp://hdl.handle.net/10072/42308
dc.description.abstractThe study tests the impact of an undergraduate business degree with significant Work Integrated Learning (WIL) components on student satisfaction, self-efficacy, and generic skills development compared to students undertaking a traditional business degree. The article adopts a longitudinal survey methodology of two sample groups: A control group studying a traditional business degree ("Control Group"); and a group of students enrolled in the WIL business degree ("PD Students"). The survey instrument, which contained self-reported Likert scale measures of self-efficacy, generic skills, and satisfaction, was administered at the beginning of the students' first, second, and third year of study. We find that the WIL business degree has had a positive influence in terms of student satisfaction, self-efficacy, and generic skills development and these measures are more pronounced than students completing the traditional business degree. The study extends the research on generic skills in business education and supports empirical evidence of WIL as a method of achieving greater student satisfaction with their academic experience, enhancing student self-efficacy, and developing students' generic skills. Despite its resourcing issues, this study provides initial evidence to support further investment by higher education and industry in WIL activities within accounting education.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent555683 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherCooperative Education and Internship Association, Inc.en_US
dc.publisher.placeUnited Statesen_US
dc.publisher.urihttp://www.ceiainc.org/journal/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom80en_US
dc.relation.ispartofpageto92en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalJournal of Cooperative Education and Internshipsen_US
dc.relation.ispartofvolume45en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEconomics, Business and Management Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130203en_US
dc.titleProfessionalising Accounting Education - The WIL Experienceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 2011 CEIA. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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