Discuss about the Literature Review for MPA Employment.
Similarities and Difference in Aspirations of use in MPA Employment between the pre-graduate student and the employed student
Master’s Degree in MPA Studies is different for the pre-graduate students and the employed students (Gallagher 2016). The literature is considering the identification of the similarities and differences between these students in special aspects of culture, knowledge and gaining employment. The similarities and differences are described further:
The MPA course determines the exploration of the professional accounting subject. The pre-graduate students are knowledgeable about the theoretical cultures, which provide the in-depth analysis of the professional accounting. If concentrated on the cultural values it is noted that the pre-graduate students are much focused on evaluating the academic background by pursuing the course degree based on masters of professional accounting. On the other hand, the employed students are applying such knowledge in the corporate world to experience the real life scenario (Cherwitz and Hartelius 2015). Therefore, the cultural difference in aspiring of using such course is completely different for the students.
Skills and Knowledge
The major differences found between the pre-graduation and employed students are the skills and knowledge. The employed students have the knowledge about the professional scenario. On the other hand, the pre-graduate students are practicing the professional accounting course theoretically. The theoretical knowledge and skills are useful for the pre-graduate students whereas the employed students are gathering the practical knowledge (Lightfoot and Lee 2015). The employed students can participate in the competitive scenario of being a professional accountant manager. The experience gathered in the field work is much more important for the employed students. On the other side, it is noted that the pre-graduate students can attend the class to get more knowledge about such professional studies. However, the professional students have to be much independent for gathering knowledge regarding such course work.
In current situation, employment is based on the more practices and practical knowledge. It is noted that the employed students are experiencing the professional world more specifically than the pre-graduate students. The pre-graduate students have the limited knowledge about the course work. Hence, during employment process, the experienced students receive more privilege in participating in the corporate world. Comparatively, it is noted that the pre-graduate students may derive the complete knowledge of the account practices, they lack of the knowledge of operating in the corporate setting (Gillis, Petty and Suddaby 2014). The corporate scenario or the fieldwork is suggesting the different atmosphere where the experience is much more important than the theoretical knowledge.
The above discussion is determining that there is the prominent similarities and difference between the pre-graduate students and employed students. The experienced employees gain profits in the professional fields due to the previous experiences. However, the pre-graduate students receive the in-depth knowledge regarding the professional accounting. Hence, it can be inferred that in a professional field, the theoretical knowledge is important. However, the practical knowledge set the professional standards in a significant way.
Cherwitz, R.A. and Hartelius, E.J., 2015. Creating Engaged Universities: What the Discipline of Rhetoric Teaches Us. Journal of Higher Education Theory and Practice, 15(7), p.63.
Gallagher, E.D., 2016. On Becoming a Graduate Student Teacher of Mathematics.
Gillis, P., Petty, R. and Suddaby, R., 2014. The transnational regulation of accounting: insights, gaps and an agenda for future research. Accounting, Auditing & Accountability Journal, 27(6), pp.894-902.
Lightfoot, E. and Lee, H., 2015. Professional international service learning as an international service learning opportunity appropriate for graduate or professional students. International Education Journal: Comparative Perspectives, 14(1), pp.32-41.