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Accounting Theory Depicts Factors

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Question:

Discuss about the Accounting Theory Depicts Factors.
 
 

Answer:

Introduction:

The overall literature review mainly depicts factors, which could encourage students in choosing accounts ads their accounting course. In addition, the factors related to creating interest among students in the primary level are mainly depicted in the literature review. Moreover, the factors preventing students are also depicted in the literature review, which might be improved for motivating students to pursue accounts as their profession. Furthermore, the literature review mainly depicts the creation of new theories, which could be used in minimising the impact of new strategic factors. The declining enthusiasm of the students for pursuing account as their mainstream subject has negatively affected in accumulating brightest and best students in the accounting filed.

Literature review: Factors that create interest:

There are relevant factors that is been used for improving interest of the students in initial study level to motive them for pursuing accounts as their mainstream career. Buser Niederle and Oosterbeek (2014) stated the teacher and mentors of students majorly influence that career path. These factors are depicted as follows.

Conducting tours in accounting firms:

Many researchers mainly depicted that initiation of tours in middle school and senior school mainly helps students to pursue in the accounting field. The tours conducted in the accounting firms, chartered accounting firms and relevant accounting bodies could mainly instigate and motivate employees to take up accounting in professional career. Eren (2015) mentioned that majority of the students pursuing their career are mainly majorly influenced by a personality and without whom they could connect to in their daily life. However, the researchers could influence students by presenting the opportunities and success, which might be attained by taking accounts in their career.

Interest in field:

Teachers and relevant professors could only instigate interest in the field of accounts, which help in recruiting brightest and best students in the field. Increment in interest for accounting field could only be instigated with the help of relevant authorities in school level and at home. Depiction of relevant opportunities and authority to parent of student could mainly help in promoting accounting career within new students (Fayolle and Gailly 2015).

Academic Aptitude and consultancy:

The use of academic ability and aptitude test could also help in directing students to pursue in the accounting field. These aptitude tests could mainly help in promoting accounting as a field of study among potential students, as the result might show their intellect ability to pursue with the career. After the completion of aptitude test, relevant career consultancy could be provided for inspiring students to pursue jobs and career in the accounting field (Gordon and Steele 2015).

Factors that prevent:

There are different types of factors, which prevents the students for acknowledging account as their mainstream carrier. In addition, the following factors could be considered, which de-motivates the brightest and best students in perusing accounts as their mainstream education.

Reduced promptness from teachers:

As depicted by Kaminsky and Behrend (2015), teachers mainly promote creative jobs among students and instigate them to put a career in engineering, and science, which mainly reduces interest of the student for pursuing job as accountant. In addition, teachers do not conduct any kind of promotion for choosing accounting as a profession, as it is not a creative, rewarding and people oriented career.

Wrong perception of being mathematical genius:

The second main reason behind the factor preventing persuasion of accounting as professional career is the perception that accountants must be mathematical genius. This perception mainly reduces the overall quantity of students pursuing accounts as their profession. This could be conducted as the major factor, which does not motivate the students to purse accounts in their career. Majority of the students are mainly weak in maths and they tend to develop a mental barrier regarding numbers, which could be the main reason behind non-pursuance of accounting career among potential students (Sharf 2016).

Wrong perception of limited scope and authority:

Among brightest and best students, accounting career mainly poses low scope and authority, which could be achieved during their lifetime. This depiction of limited scope does not attract bright students for pursuing accountant jobs. Moreover, the accounting jobs have been presented in a wrong way to students, which reduces desires of becoming an accountant (Sieger and Monsen 2015). On the other hand, Speer (2017) argued that with the help of relevant promotional counselling and aptitude test students are instigated and motivate to pursue a profession of an accountant.

 

Own Data:

Relevant Factors that Affect Students’ Career Choice in Accounting is mainly evaluated in the above discussion. However, it could be understood that before completion of studies student needs to be inspired by their teachers. In addition, the teachers need to provide relevant explanation regarding the segregation of accounts and maths, which could help in reducing relevant fear among students for pursuing a career in accounting profession. Seeing the overall factors like finance, role of social media, personality, culture and environment could be identified, which plays a vital role in shaping career of young students. Furthermore, relevant the identified factors have mainly forced distinction level students to pursue other courses and opt for different profession. The culture and environment could be identified as the most influential factors, which shape the future profession of a student. Majority of the person whose parents are accountants do not want their child to be one, as they could see no growth in their career. This mentality has mainly reduced intelligent students for pursuing a career as an accountant.

Moreover, the second factor is finance and personality, which influences students to opt for the accountant job. There are no famous personalities or figures, which could influence new generation to continue with accounting career. The non-presence of famous personalities has mainly reduced the overall interest of new students in perusing a career in accounts. In addition, the financial factors are also considered while pursuing a career as an accountant. Furthermore, low pay grade of an accountant also de-motivates students to take up diffident careers for growth in its revenue.

Lastly, social media plays a vital role in inspiring students for adopting new and different career path. Furthermore, in social media there are different types of personalities, who get relevant followers in the online platform. However, the current generation mainly wants to become who they could seen and admire, while accountants in the social media are not that attractive personality, who could not attract followers. This unapproachable condition of the accountants mainly changes student’s mentality to pursue it as a career option. Thus, the identified factors mainly reduce the current generation’s ability to seen relevant insight and develop likeness for an accountant job or pursue a career in accounts.

Own Theory:

Figure 1: Depicting the developed theory diagram graph

(Source: As created by the author)

The above figure mainly depict a relevant theory, which is been developed for inspiring students to opt of an accounting career. After the overall evaluation and discussion of the relevant theories is developed. In addition, relevant factors could be included in the nearly stage of a student life for inspiring them to become an accountant in future and follow the mainstream. The use of frequent seminar and depiction of opportunities in the accounting field could help in igniting desire for an accounting career among potential students. However, these ignited desires could be modelled with the help of counsellors and mentorship from teachers, who might provide valued details like aptitude test to define their actual career path. Moreover, industrial tours and meetings with professional could help in instigating desires among potential students. However, it could mainly be nurtured with the help of mentors and counsellors. The use of depicted theories could mainly help new student get an adequate perception of mainstream accounting and help in attracting intelligent youth in the field. These depicted theories could mainly help in reducing the unfavourable factors, which influenced students and help in attracting brilliant students in the accounting field.

Conclusion:

The overall literature review mainly depicts the different factors as mainstream creative career path is mainly considered now days by youth. In addition, there are relevant factors, which tend to influence students and motivate them to choose creative jobs and career. However, there is a new theory, which could be used in bringing intellectuals in the accounting career. Moreover, with experience and knowledge these individuals could come up with better accounting practices, which might help in reducing unethical accounting process of companies. The literature review depicts relevant theories stating the factors that create interest and prevent students to opt for accounting career. The relevant interest in the accounting field is mainly essential for attracting brightest and best students in mainstream accounting filed.

 

References

Buser, T., Niederle, M. and Oosterbeek, H., 2014. Gender, competition and career choices. The Quarterly Journal of Economics, 129(3), pp.1409-1447.

Eren, A., 2015. ‘Not only satisfied and responsible, but also hopeful’: prospective teachers’ career choice satisfaction, hope, and personal responsibility. Cambridge Journal of Education, 45(2), pp.149-166.

Fayolle, A. and Gailly, B., 2015. The impact of entrepreneurship education on entrepreneurial attitudes and intention: Hysteresis and persistence. Journal of Small Business Management, 53(1), pp.75-93.

Gordon, V.N. and Steele, G.E., 2015. The undecided college student: An academic and career advising challenge. Charles C Thomas Publisher.

Kaminsky, S.E. and Behrend, T.S., 2015. Career choice and calling: Integrating calling and social cognitive career theory. Journal of Career Assessment, 23(3), pp.383-398.

Sharf, R.S., 2016. Applying career development theory to counseling. Cengage Learning.

Sieger, P. and Monsen, E., 2015. Founder, academic, or employee? A nuanced study of career choice intentions. Journal of Small Business Management, 53(S1), pp.30-57.

Speer, J.D., 2017. Pre-market skills, occupational choice, and career progression. Journal of Human Resources, 52(1), pp.187-246.

Thomas Jr, J.C., Wolters, C., Horn, C. and Kennedy, H., 2014. Examining relevant influences on the persistence of African-American college students at a diverse urban university. Journal of College Student Retention: Research, Theory & Practice, 15(4), pp.551-573.

Wan, Y.K.P., Wong, I.A. and Kong, W.H., 2014. Student career prospect and industry commitment: The roles of industry attitude, perceived social status, and salary expectations. Tourism Management, 40, pp.1-14.

Wang, M.T. and Degol, J., 2013. Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), pp.304-340.

Wright, S.L., Perrone?McGovern, K.M., Boo, J.N. and White, A.V., 2014. Influential factors in academic and career self?efficacy: Attachment, supports, and career barriers. Journal of Counseling & Development, 92(1), pp.36-46.

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