Characterizing Stakeholder Perceptions of The Employability of Accounting Graduates in Ghana

Abstract

This study investigates the employability of accounting graduates from multiple stakeholder perspectives, encompassing employers, current accounting professionals, tuition providers, and the graduates themselves. Utilizing a sample size of 24 in-depth interviews, the research highlights a range of employability determinants, including educational qualifications, professional certifications, experience, and ethical values. Findings indicate that, while an undergraduate degree in accounting is deemed essential, the curriculum is critiqued for its limited practical application, underscoring a need for curricular enhancements aligned with professional demands. Stakeholders view professional certifications, like Association of Certified Chattered Accountants (ACCA) and Institute of Chattered Accountants Ghana (ICAG), as critical for career progression, while practical experience gained through internships significantly enhances job readiness. Generational differences influence employability perceptions, with older stakeholders valuing traditional skills and younger stakeholders prioritizing digital proficiency. These insights are framed within Spence’s Signaling Theory and Generational Cohort Theory, providing a theoretical lens through which to understand employability signals and intergenerational expectations within the accounting profession. The study has implications for academia, industry, and policy, advocating for curriculum reform that integrates practical skills, such as IT and accounting software training, to meet industry standards. It further recommends industry-academia partnerships to better align educational outcomes with employer needs. Policy recommendations include enhancing support for educational programs and fostering collaborations to build a competent accounting workforce. Ultimately, this research contributes to a nuanced understanding of employability in the accounting field, offering recommendations to improve the alignment between education, industry expectations, and professional readiness of accounting graduates