Investigating Third-Year Accountancy Students' Career Goals and Skills Preparedness

Abstract

This qualitative study explores the multifaceted landscape of career development among third-year accountancy students enrolled in the Bachelor of Science in Accountancy program at PUP Santa Maria Bulacan Campus. Grounded in Savickas' Career Construction Theory (2002), the research delves into students' evolving career goals, perceived skills preparedness, and identified areas requiring more focus within their education. A comprehensive literature review integrates findings on the significance of aligning educational programs with career goals, the impact of skills preparedness on job satisfaction, and the importance of student feedback in enhancing accountancy education. The theoretical framework synthesizes these insights, emphasizing the adaptive and constructivist nature of career development. Five qualitative interview questions were formulated to capture the nuances of students' experiences and perceptions. The study contributes valuable insights to the ongoing discourse on accountancy education, aiming to inform curriculum development and educational strategies that align with both students' aspirations and industry demands. The findings hold implications for educators, policymakers, and stakeholders in refining the effectiveness and relevance of accountancy education programs.