Fostering social skills in the Flemish secondary accounting education: perceived challenges, opportunities, and future directions

References

• Abrahams, L., Pancorbo, G., Primi, R., Santos, D., Kyllonen, P., John, O. P., & De Fruyt, F. (2019). Social-emotional skill assessment in children and adolescents: Advances and challenges in personality, clinical, and educational contexts. Psychological Assessment, 31(4), 460–473. https://doi.org/10.1037/pas0000591
   PubMed Web of Science ®Google Scholar
• Accounting Education Change Commission. (1990). Objectives of education for accountants: Position statement number one. Issues in Accounting Education, 6(2), 307–319.
   Google Scholar
• Agentschap voor Hoger Onderwijs, Volwassenenonderwijs, Kwalificaties en Studietoelagen. (n.d.). Algemene uitgangspunten [General principles]. https://onderwijsdoelen.be/uitgangspunten/4647 Accessed July 7, 2022.
   Google Scholar
• Albrecht, W. S., & Sack, R. J. (2000). Accounting education: charting the course through a perilous future. Accounting Education, 16(Accounting Education Series), 1–73.
   Google Scholar
• Altheide, D. L., & Johnson, J. M. (1994). Criteria for assessing interpretive validity in qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 485–499). Sage.
   Google Scholar
• American Institute of Certified Public Accountants. (1998). CPA vision project identifies top five issues for the profession. The CPA Letter, 78(3).
   Google Scholar
• Ananiadou, K., & Claro, M. (2009). OECD education working papers No. 41. 21st century skills and competences for new millennium learners in OECD countries. https://doi.org/10.1787/218525261154
   Google Scholar
• Ashdown, D. M., & Bernard, M. E. (2012). Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children? Early Childhood Education Journal, 39(6), 397–405. https://doi.org/10.1007/s10643-011-0481-x
   Google Scholar
• Asonitou, S. (2022). Impediments and pressures to incorporate soft skills in higher education accounting studies. Accounting Education, 31(3), https://doi.org/10.1080/09639284.2021.1960871
   Web of Science ®Google Scholar
• Association of Chartered Certified Accountants. (2021). The in-demand soft skills in 2021. https://jobs.accaglobal.com/article/the-in-demand-soft-skills-in-2021/ Accessed July 4, 2022.
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority. (n.d.). Personal and social capability. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/ Accessed June 30, 2022.
   Google Scholar
• Awayiga, J. Y., Onumah, J. M., & Tsamenyi, M. (2010). Knowledge and skills development of accounting graduates: The perceptions of graduates and employers in Ghana. Accounting Education, 19(1-2), 139–158. https://doi.org/10.1080/09639280902903523
   Google Scholar
• Ballantine, J., & McCourt Larres, P. (2009). Accounting undergraduates’ perceptions of cooperative learning as a model for enhancing their interpersonal and communication skills to interface successfully with professional accountancy education and training. Accounting Education, 18(4-5), 387–402. https://doi.org/10.1080/09639280902719366
   Google Scholar
• Bartkus, K. R. (2001). Social skills and cooperative education: A conceptual framework. Journal of Cooperative Education, 36(1), 48–60.
   Google Scholar
• Beck, J. E., & Halim, H. (2008). Undergraduate internships in accounting: What and how do Singapore interns learn from experience? Accounting Education, 17(2), 151–172. https://doi.org/10.1080/09639280701220277
   Google Scholar
• Biggs, J. B. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871
   Web of Science ®Google Scholar
• Boyce, G., Williams, S., Kelly, A., & Yee, H. (2001). Fostering deep and elaborative learning and generic (soft) skill development: The strategic use of case studies in accounting education. Accounting Education, 10(1), 37–60. https://doi.org/10.1080/09639280121889
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Britton, E., Simper, N., Leger, A., & Stephenson, J. (2017). Assessing teamwork in undergraduate education: A measurement tool to evaluate individual teamwork skills. Assessment & Evaluation in Higher Education, 42(3), 378–397. https://doi.org/10.1080/02602938.2015.1116497
   Web of Science ®Google Scholar
• Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11(4), 302–306. https://doi.org/10.1111/1467-9280.00260
   PubMed Web of Science ®Google Scholar
• Caprara, G. V., Kanacri, B. P. L., Gerbino, M., Zuffianò, A., Alessandri, G., Vecchio, G., Caprara, E., Pastorelli, C., & Bridgall, B. (2014). Positive effects of promoting prosocial behavior in early adolescence. International Journal of Behavioral Development, 38(4), 386–396. https://doi.org/10.1177/0165025414531464
   Web of Science ®Google Scholar
• Centrum voor Leerlingenbegeleiding. (2021). Gewoon secundair Onderwijs [Normal secondary education]. https://www.onderwijskiezer.be/v2/secundair/sec_gewoon_so.php Accessed July 8, 2022.
   Google Scholar
• Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (2018). OECD education working papers No. 173. Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. https://doi.org/10.1787/db1d8e59-en
   Google Scholar
• Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organization and enterprises. International Journal for Quality Research, 10(1), 97–130. https://doi.org/10.18421/IJQR10.01-05
   Web of Science ®Google Scholar
• Cinque, M. (2016). “Lost in translation”. Soft skills development in European countries. Tuning Journal for Higher Education, 3(2), 389–427. https://doi.org/10.18543/tjhe-3(2)−2016pp389-427
   Google Scholar
• Cloete, M. (2018). The impact of an integrated assessment on the critical thinking skills of first-year university students. Accounting Education, 27(5), 479–494. https://doi.org/10.1080/09639284.2018.1501717
   Web of Science ®Google Scholar
• Coady, P., Byrne, S., & Casey, J. (2018). Positioning of emotional intelligence skills within the overall skillset of practice-based accountants: Employer and graduate requirements. Accounting Education, 27(1), 94–120. https://doi.org/10.1080/09639284.2017.1384741
   Web of Science ®Google Scholar
• Cook, C. R., Gresham, L. K., Barreras, R. B., Thornton, S., & Crews, S. D. (2008). Social skills training for secondary students With emotional and/or behavioral disorders. Journal of Emotional and Behavioral Disorders, 16(3), 131–144. https://doi.org/10.1177/1063426608314541
   Web of Science ®Google Scholar
• Crawford, M., Henry, W., & Dineen, F. (2001). Developing interviewing skills of accounting students on the web - A case study approach. Accounting Education, 10(2), 207–218. https://doi.org/10.1080/09639280110081633
   Google Scholar
• Cronin, L., Allen, J., Ellison, P., Marchant, D., Levy, A., & Harwood, C. (2021). Development and initial validation of the life skills ability scale for higher education students. Studies in Higher Education, 46(6), 1011–1024. https://doi.org/10.1080/03075079.2019.1672641
   Web of Science ®Google Scholar
• de Albuquerque, L. R., Scheeren, E. M., Biscaia, R. R., Vagetti, G. C., & de Oliveira, V. (2021). Positive development of young futsal players is influenced by the coach’s method and leadership profile. International Journal of Sports Science & Coaching, 16(3), 500–508. https://doi.org/10.1177/1747954120979474
   Web of Science ®Google Scholar
• De Bruyckere, S., Verplancke, F., Everaert, P., Sarens, G., & Coppens, C. (2020). The importance of mutual understanding between external accountants and owner-managers of SMEs. Australian Accounting Review, 30(1), 4–21. https://doi.org/10.1111/auar.12251
   Web of Science ®Google Scholar
• Deming, D. J. (2017). The growing importance of social skills in the labor market*. The Quarterly Journal of Economics, 132(4), 1593–1640. https://doi.org/10.1093/qje/qjx022
   Web of Science ®Google Scholar
• Departement Onderwijs en Vorming. (2020). Vlaams Onderwijs in cijfers 2019-2020 [Flemish education in numbers 2019-2020]. https://www.vlaanderen.be/publicaties/vlaams-onderwijs-in-cijfers Accessed July 8, 2022.
   Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
   Web of Science ®Google Scholar
• DiCicco-Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical Education, 40(4), 314–321. https://doi.org/10.1111/j.1365-2929.2006.02418.x
   PubMed Web of Science ®Google Scholar
• Dolce, V., Emanuel, F., Cisi, M., & Ghislieri, C. (2020). The soft skills of accounting graduates: perceptions versus expectations. Accounting Education, 29(1), 57–76. https://doi.org/10.1080/09639284.2019.1697937
   Web of Science ®Google Scholar
• Douglas, S., & Gammie, E. (2019). An investigation into the development of non-technical skills by undergraduate accounting programmes. Accounting Education, 28(3), 304–332. https://doi.org/10.1080/09639284.2019.1605532
   Web of Science ®Google Scholar
• Dubas, J. M., & Toledo, S. A. (2016). Taking higher order thinking seriously: Using Marzano’s taxonomy in the economics classroom. International Review of Economics Education, 21, 12–20. https://doi.org/10.1016/j.iree.2015.10.005
   Web of Science ®Google Scholar
• Europaea, S. (2018). Key competences for lifelong learning in the European schools approved by the joint teaching committee by written procedure 2018/47. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52018SC0014&from=EN Accessed July 8, 2022.
   Google Scholar
• European Parliament and Council of the European Union. (2006). Recommendation of the European parliament and of the council of 18 December 2006 on key competences for lifelong learning.
   Google Scholar
• Fleiss, J. L. (1981). Statistical methods for rates and proportions (2nd ed.). Wiley.
   Google Scholar
• Galletta, A., & Cross, W. (2013). Mastering the semi-Structured interview and beyond: From research design to analysis and publication. NYU Press.
   Google Scholar
• Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
   Google Scholar
• GOV.UK. (2020). Personal, social, health and economic (PSHE) education. https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe/personal-social-health-and-economic-pshe-education Accessed June 30, 2022.
   Google Scholar
• Gresham, F. M., & Elliott, S. N. (1984). Assessment and classification of children’s social skills: A review of methods and issues. School Psychology Review, 13(3), 292–301.
   Google Scholar
• Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews Are enough? Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
   Web of Science ®Google Scholar
• Haug, B. S., & Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100, 103286. https://doi.org/10.1016/j.tate.2021.103286
   Web of Science ®Google Scholar
• Howcroft, D. (2017). Graduates’ vocational skills for the management accountancy profession: Exploring the accounting education expectation-performance gap. Accounting Education, 26(5-6), 459–481. https://doi.org/10.1080/09639284.2017.1361846
   Web of Science ®Google Scholar
• Hübner, N., Savage, C., Gräsel, C., & Wacker, A. (2021). Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany. Journal of Curriculum Studies, 53(6), 802–820. https://doi.org/10.1080/00220272.2020.1870714
   Web of Science ®Google Scholar
• International Federation of Accountants. (1994). 2000 and beyond: A strategic framework for prequalification education for the accountancy profession in the year 2000 and beyond. Discussion paper.
   Google Scholar
• International Federation of Accountants. (2022). Future-fit accountants: Roles for the next decade. https://www.ifac.org/knowledge-gateway/preparing-future-ready-professionals/publications/future-fit-accountants-roles-next-decade Accessed July 4, 2022.
   Google Scholar
• Jackling, B., & De Lange, P. (2009). Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education, 18(4-5), 369–385. https://doi.org/10.1080/09639280902719341
   Google Scholar
• Jackling, B., & McDowall, T. (2008). Peer mentoring in an accounting setting: A case study of mentor skill Development1. Accounting Education, 17(4), 447–462. https://doi.org/10.1080/09639280802436756
   Google Scholar
• Kallio, H., Pietilä, A., Johnso, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031
   PubMed Web of Science ®Google Scholar
• Kankaraš, M., & Suarez-Alvarez, J. (2019). OECD education working papers No. 207. Assessment framework of the OECD study on social and emotional skills. https://doi.org/10.1787/5007adef-en
   Google Scholar
• Korbel, V., & Paulus, M. (2018). Do teaching practices impact socioemotional skills? Education Economics, 26(4), 337–355. https://doi.org/10.1080/09645292.2018.1460320
   Web of Science ®Google Scholar
• Ladd, G. (2005). Children’s peer relations and social competence: A century of progress. Yale University Press.
   Google Scholar
• Levant, Y., Coulmont, M., & Sandu, R. (2016). Business simulation as an active learning activity for developing soft skills. Accounting Education, 25(4), 368–395. https://doi.org/10.1080/09639284.2016.1191272
   Web of Science ®Google Scholar
• Lipsky, M. (1980). Michael lipsky. Street-level bureaucracy: Dilemmas of the individual in public services. New York: Russell sage foundation, 1980. Politics & Society, 10(1), 116. https://doi.org/10.1177/003232928001000113
   Web of Science ®Google Scholar
• Loughry, M. L., Ohland, M. W., & Moore, D. W. (2007). Development of a theory-based assessment of team member effectiveness. Educational and Psychological Measurement, 67(3), 505–524. https://doi.org/10.1177/0013164406292085
   Web of Science ®Google Scholar
• Malecki, C. M., & Elliott, S. N. (2002). Children’s social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly, 17(1), 1–23. https://doi.org/10.1521/scpq.17.1.1.19902
   Web of Science ®Google Scholar
• McKean, M. (2018). Are Canada’s business schools teaching social and emotional skills? The Conference Board of Canada.
   Google Scholar
• Montaño, J. L. A., Cardoso, S. M. J., & Joyce, J. (2004). Skills development, motivation and learning in financial statement analysis: An evaluation of alternative types of case studies. Accounting Education, 13(2), 191–212. https://doi.org/10.1080/09639280410001676611
   Google Scholar
• Montaño, J. L. A., Donoso, J. A., Hassall, T., & Joyce, J. (2001). Vocational skills in the accounting professional profile: The Chartered Institute of Management Accountants (CIMA) employers’ opinion. Accounting Education, 10(3), 299–313. https://doi.org/10.1080/09639280210122339
   Google Scholar
• Nelson, C. E. (1989). Skewered on the unicorn's horn: The illusion of tragic tradeoff between content and critical thinking in the teaching of science. In L. Crow (Ed.), Enhancing critical thinking In the sciences (pp. 17–27). Society of College Science Teachers.
   Google Scholar
• Nicholls, S., Wegener, M., Bay, D., & Cook, G. L. (2012). Emotional intelligence tests: Potential impacts on the hiring process for accounting students. Accounting Education, 21(1), 75–95. https://doi.org/10.1080/09639284.2011.598709
   Google Scholar
• Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797–813. https://doi.org/10.1177/1356336X19882054
   Web of Science ®Google Scholar
• Organisation for Economic Co-operation and Development. (2015). OECD skills studies. Skills for social progress: The power of social and emotional skills. https://doi.org/10.1787/9789264226159-en
   Google Scholar
• Osborne, J. (2010). Arguing to Learn in Science: The role of collaborative, critical discourse. Science, 328(5977), 463–466. https://doi.org/10.1126/science.1183944
   PubMed Web of Science ®Google Scholar
• Quintini, G. (2015). The growing importance of social skills in the labour market. https://oecdskillsandwork.wordpress.com/2015/10/01/the-growing-importance-of-social-skills-in-the-labour-market/ Accessed July 6, 2022.
   Google Scholar
• Richards, K. A. R., Ivy, V. N., Wright, P. M., & Jerris, E. (2019). Combining the skill themes approach with teaching personal and social responsibility to teach social and emotional learning in elementary physical education. Journal of Physical Education, Recreation & Dance, 90(3), 35–44. https://doi.org/10.1080/07303084.2018.1559665
   Web of Science ®Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). SAGE Publishing.
   Google Scholar
• Schwendimann, B. A., De Wever, B., Hämäläinen, R., & Cattaneo, A. A. P. (2018). The state-of-the-art of collaborative technologies for initial vocational education: A systematic literature review. International Journal for Research in Vocational Education and Training, 5(1), 19–41. https://doi.org/10.13152/IJRVET.5.1.2
   Google Scholar
• Seow, J. L., & Shankar, P. G. (2018). Effects of team-skills guidance on accounting students with lone wolf tendencies. Accounting Education, 27(3), 309–332. https://doi.org/10.1080/09639284.2018.1476892
   Web of Science ®Google Scholar
• Sheridan, S. M., Hungelmann, A., & Maughan, D. P. (1999). A contextualized framework for social skills assessment, intervention, and generalization. School Psychology Review, 28(1), 84–103. https://doi.org/10.1080/02796015.1999.12085950
   Web of Science ®Google Scholar
• Simonsen, B., Myers, D., Everett, S., Sugai, G., Spencer, R., & LaBreck, C. (2012). Explicitly teaching social skills schoolwide. Intervention in School and Clinic, 47(5), 259–266. https://doi.org/10.1177/1053451211430121
   Web of Science ®Google Scholar
• Spektor-Levy, O., Eylon, B., & Scherz, Z. (2008). Teaching communication skills in science: Tracing teacher change. Teaching and Teacher Education, 24(2), 462–477. https://doi.org/10.1016/j.tate.2006.10.009
   Web of Science ®Google Scholar
• Stone, G., & Lightbody, M. (2013). Developing accounting students' listening skills: Barriers, opportunities and an integrated stakeholder approach. Accounting Education, 22(2), 168–192. https://doi.org/10.1080/09639284.2013.766015
   Google Scholar
• Stone, G., Lightbody, M., & Whait, R. (2013). Developing accounting students’ listening skills: Barriers, opportunities and an integrated stakeholder approach. Accounting Education, 22(2), 168–192. https://doi.org/10.1080/09639284.2013.766015
   Google Scholar
• Thoma, G. A. (1993). The Perry framework and tactics for teaching critical thinking in economics. The Journal of Economic Education, 24(2), 128–136. https://doi.org/10.1080/00220485.1993.10844786
   Web of Science ®Google Scholar
• Tierney, T., & Dowd, R. (2000). The use of social skills groups to support girls with emotional difficulties in secondary schools. Support for Learning, 15(2), 82–85. https://doi.org/10.1111/1467-9604.00151
   Google Scholar
• Utdanningsdirektoratet. (n.d.). Overordnet del – Verdier og prinsipper for grunnopplæringen. [General Core Curriculum - Values and principles for primary and secondary education]. https://www.udir.no/lk20/overordnet-del/?lang=nob Accessed June 30, 2022.
   Google Scholar
• Valcke, M. (2018a). Onderwijskunde als ontwerpwetenschap - Van leren naar instructie: deel 1 [Educational science as design science – From learning to instruction: part 1]. Academia Press.
   Google Scholar
• Valcke, M. (2018b). Onderwijskunde als ontwerpwetenschap - Van leren naar instructie: deel 1 [Educational science as design science – From learning to instruction: part 2]. Academia Press.
   Google Scholar
• Wentzel, K. R. (2009). Peers and academic functioning at school. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 531–547). Guilford Press.
   Google Scholar
• World Health Organization. (2020). Life skills education school handbook: Prevention of noncommunicable diseases - Introduction.
   Google Scholar
• Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
   Web of Science ®Google Scholar