Educade: Revista de Educación en Contabilidad, Finanzas y Administración de Empresas - 2025 - Nº 16

URI permanente para esta colecciónhttps://hdl.handle.net/11441/179739

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Mostrando 1 - 4 de 4

Barriers for non-technical Skills Development in University Accounting Education: The perspectives of employers and students
(Universidad de Sevilla, 2025) Fernández Polvillo, Carmen; Arquero Montaño, José Luis; Jiménez Cardoso, Sergio Manuel; Hassall, Trevor; Economía Financiera y Dirección de Operaciones; Contabilidad y Economía Financiera
Purpose. This study explores the causes of the persistent skills gap in higher education, focusing on accounting degrees. It examines both employer and student perceptions to identify key barriers to effective non-technical skills integration within accounting curricula. Design/methodology/approach. A mixed-method survey was conducted among UK-based employers and accounting students. The analysis compared their perceptions of the relevance of non-technical skills, the adequacy of current university provision, and the structural, pedagogical, and cultural barriers limiting their development. Findings. Results reveal a shared recognition of the importance of soft skills—particularly communication, teamwork, adaptability, and critical thinking—for accounting graduates. Both groups advocate integrating these skills into existing courses rather than teaching them separately. However, persistent barriers were identified, including limited pedagogical innovation, lack of staff professional experience, large class sizes, and institutional resistance to change. Research limitations/implications. The study’s scope is limited to one national context; future comparative and longitudinal research is recommended to explore cultural and institutional variations. Practical implications. The findings highlight the need for curriculum redesign, faculty development, and greater collaboration between academia and industry to align accounting education with evolving professional expectations. Originality/value. This paper contributes to the ongoing debate on employability and accounting education by offering a dual stakeholder perspective and by identifying structural and pedagogical constraints that hinder effective soft skills development.
Development of speaking in higher education: discovering the potential of the Pecha Kucha technique
(Universidad de Sevilla, 2025) Albort-Morant, Gema; Masero Moreno, Inmaculada; Perea El Khalifi, David; Economía Financiera y Dirección de Operaciones; Economía Aplicada III
This study focuses on the implementation of the Pecha Kucha teaching-learning technique in the university context with the aim of improving the oral communication skills of students, highly valued in the current workplace. This technique forces students to be concise and clear exposing. The research was carried out with 46 students of the Banking Management courseat the University of Seville. Both the final grades of the students and their perception of the oral communication skills they had acquired through this experience were evaluated. The results do not show a significant relationship between the Pecha Kucha activity and the final grades of the students, which would lead us to propose improvements in the evaluation system of the activity. The perception of the students is positive about the level of communication skills acquired and the adequacy of this technique for their development. This teaching innovation seeks to prepare students for financial challenges and develop key skills for personal and professional success.
¿Por qué los alumnos no aprenden lo que les enseñamos?: el efecto del Job Crafting sobre el compromiso académico
(Universidad de Sevilla, 2025) Estrada, Marta; Salas Vallina, Andrés; Rodríguez Sánchez, Alma; Moliner Tena, Miguel Ángel; Monferrer Tirado, Diego
: El job crafting se considera una temática fundamental en Psicología Organizacional Positiva. Sin embargo, su práctica en las aulas se encuentra en estado embrionario, de ahí la novedad de este proyecto. El job crafting dota de autonomía al estudiantado para definir la manera de repartir la carga de trabajo entre los miembros del equipo, de forma que sean ellos mismos quienes especifiquen en qué tareas consideran que pueden aportar más y ser más proactivos. Este trabajo muestra una experiencia docente aplicada sobre un total de 96 estudiantes de dos universidades públicas, en un total de cuatro grados y dos másteres distintos. Con el fin de contrastar las relaciones entre las variables centrales se utiliza la técnica SEM encontrando: 1) Un efecto directo y positivo del job crafting en el compromiso académico en asignaturas de empresa; 2) un efecto mediador del aprendizaje cooperativo sobre el job crafting y el compromiso en asignaturas de empresa. Demostrándose pues las posibilidades que otorga la aplicación del job crafting en el aprendizaje cooperativo de las asignaturas de empresa.
Open Research Data: Drawbacks to think about (Editorial)
(Universidad de Sevilla, 2025) Arquero Montaño, José Luis; Contabilidad y Economía Financiera

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