文档介绍：Higher Education Academy Subject Centre for Business Management Accountancy and Finance
Teaching Research and Development Grant 2008/09
FINAL REPORT
Developing as a professional: insights from graduates’ first year of professional work-based learning
Phaik Leng Tan
Bristol Business School,
University of the West of England
Background
Enhancing graduate employability has e a key objective in the strategic plans of higher education (HE) institutions in the UK due to the petitive graduate employment market. To achieve this objective, HE practitioners need to be aware of graduate employers’ continually changing demands and expectations. Increasing emphasis is being placed by these employers on the need to develop a range of skills and knowledge that underpin the ability to perform effectively in the professional work environment. This was illustrated in 2007 when the Institute of Chartered Accountants in England and Wales (ICAEW) launched its revised Initial Professional Development framework for its trainees. This work-based learning framework seeks to support professional development in five key areas:
ethics and professionalism
personal effectiveness
technical and functional expertise
business awareness
professional judgement
Although the third key area refers to specific technical skills and knowledge required of a professionally qualified accountant, the other areas are equally relevant to individuals wishing to pursue professional careers in business and management, as well as those wishing to set up their own businesses.
The underlying principle of the IPD framework is that the knowledge and skills being developed under the above categories, both in the workplace and when studying for examinations, e progressively more challenging over a trainee’s three year professional training contract. The initial focus tends to be on developing technical and functional expertise as trainees study for the Professional Stage examinations, as this expertise is