TY - JOUR
T1 - Preparing students for the workplace in developing countries
T2 - a study of accounting education in Libya
AU - Mosbah, Abdulaziz Y. S.
AU - Cowton, Christopher
AU - Drake, Julie
AU - Teviotdale, Wilma
N1 - Funding Information:
The authors greatly appreciate the support of the High Peak Discipline Research of the Science and Technology Commission of Shanghai Municipality. The funding, cooperation and assistance of many people from the organisation are gratefully acknowledged.
Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022/7/1
Y1 - 2022/7/1
N2 - Through qualitative analysis of a dozen semi-structured interviews, this study identifies the issues that limit the ability of accounting education programmes to prepare students for the workplace in Libya, a country in the MENA (Middle East and North Africa) region. Factors include: faculty’s lack of practical experience; weak links with the profession; a traditional curriculum; teacher-centred pedagogy; traditional forms of assessment; the number and quality of students; limited or outdated resources; and poor physical infrastructure. As a study of the preparation of students for the workplace in a developing country, which takes account of both faculty and practitioner views, this paper also contributes to the limited literature on accounting education in Libya. Considering the findings through the lens of institutional theory concepts leads to recommendations for options that are likely to be relevant not only to Libya but also to the wider MENA region and other developing countries.
AB - Through qualitative analysis of a dozen semi-structured interviews, this study identifies the issues that limit the ability of accounting education programmes to prepare students for the workplace in Libya, a country in the MENA (Middle East and North Africa) region. Factors include: faculty’s lack of practical experience; weak links with the profession; a traditional curriculum; teacher-centred pedagogy; traditional forms of assessment; the number and quality of students; limited or outdated resources; and poor physical infrastructure. As a study of the preparation of students for the workplace in a developing country, which takes account of both faculty and practitioner views, this paper also contributes to the limited literature on accounting education in Libya. Considering the findings through the lens of institutional theory concepts leads to recommendations for options that are likely to be relevant not only to Libya but also to the wider MENA region and other developing countries.
KW - Undergraduate accounting education
KW - Libya
KW - MENA
KW - Developing countries
KW - Institutional isomorphism
KW - developing countries
KW - institutional isomorphism
UR - http://www.scopus.com/inward/record.url?scp=85126525061&partnerID=8YFLogxK
U2 - 10.1080/09639284.2022.2032220
DO - 10.1080/09639284.2022.2032220
M3 - Article
VL - 31
SP - 184
EP - 212
JO - Accounting Education
JF - Accounting Education
SN - 0963-9284
IS - 2
ER -
