An evolving landscape and skill requirements of the accounting profession : a multistakeholder perspective

Abstract

Contemporary phenomena are reshaping the business environment and human work, also transforming the accounting profession. Motivated by prior studies’ reported impacts of modern technologies on accounting work and concerns about the insufficient level of preparedness of accounting graduates, this dissertation addresses the technology-driven transformation of the profession and skill requirements by examining accounting stakeholders’ perceptions of potential changes in accounting work as well as future skill demands and gaps. The research goals are to establish a comprehensive understanding of accounting prospects and to provide novel insights into skill development practices.

Adopting a methodology that includes a multi-stakeholder perspective and an investigation of both historical and future dimensions, the dissertation uses archival and survey data to reveal recent trends in industry requirements, stakeholders’ expectations of future accounting work, and their perceived skill gaps. The findings show that while technology-driven changes are mostly viewed positively, stakeholder expectations and perceptions slightly vary. Furthermore, the results suggest that skill requirements in accounting positions have evolved in recent years and reveal that all stakeholders identify skill areas where further development is needed to meet future demands.

In addition to offering a comprehensive view on stakeholder expectations regarding accounting work and skill requirements, the dissertation provides insights into educational planning and training practices, with recommendations for higher education institutions, organisations, and professional bodies. The implications extend to knowledge-intensive work, offering observations about the transforming nature of such work. Understanding plausible futures is essential for proactive preparation.

In conclusion, this dissertation contributes to the accounting field, particularly to the educational and technology-related streams of literature, by expanding the knowledge about technology-driven changes in human work and evolving skill requirements. Its findings and recommendations set the stage for future research in different geographical and cultural contexts or other knowledge-intensive professions.