Enhancing employability for accounting and finance students

Employability has recently become a central focus in higher education, particularly in practice-oriented disciplines, such as accounting and finance. There has been an increasing expectation among employers in recent years that graduates not only possess academic and technical knowledge but also a wide range of transferable soft skills that enable them to cope efficiently in dynamic professional environments. Consequently, in recent years, universities in the UK have begun embedding employability development within degree programs and curricula.  
 

Understanding employability and its core components 

Employability is the combination of knowledge, skills, personal attributes, and achievements that makes graduates more likely to secure employment and perform successfully in their chosen career (Yorke, 2006). Employers seek accounting and finance graduates who can communicate effectively, analyse data efficiently, deliver presentations, and work collaboratively in teams. Technical knowledge is essential, but soft skills and professionalism are increasingly recognised as critical to succeed in the workplace (Andrews and Higson, 2008). An embedded professional skills development module addresses this need by offering structured opportunities for students to build these competencies early in their university life.  

Introduction of the DPAS Module at Leeds Beckett University 

At Leeds Beckett University, within its flagship BA (Hons) Accounting and Finance programme, a new module, Developing Professional and Academic Skills (DPAS), was introduced in the 2024-25 academic year for the Year-1 cohort. I was responsible for developing the module content, learning materials, and assessments and delivering them as the module leader. As a qualified accountant and practice-centric academic, I drew on my experiences to design the module delivery and learning content.  

Aims and structure of the DPAS Module 

This is delivered in semester 1, alongside the core accounting modules. DPAS mainly aims to make year-1 students aware that employability skills are as crucial as technical knowledge for their future careers. Furthermore, it strengthens essential soft skills, including presentation, Excel proficiency, CV writing, and academic writing. These competencies support students' transition from pre-university education to an industry-oriented accounting and finance degree and prepare them for the professional world.  

Developing communication and presentation skills 

One of the key components of the DPAS module is developing presentation skills and improving communication abilities. Through presentation tasks in the seminar, both individually and in groups, students develop the ability to explain complex business and financial information clearly and confidently. Group discussions, peer comments, and tutor feedback sessions in the classroom help develop argumentation skills, enhance presentation design, and build confidence when speaking in front of an audience. To reflect their learning and development, 30% of the module assessment is a group presentation, where they can showcase their ability to communicate with team members, prepare the presentation, and deliver it to the academics. 

Student feedback and the value of communication skills 

Student feedback was very encouraging, with several noting that they were previously uncomfortable speaking in front of people:  

“This module helped me to overcome my shyness of public speaking.”  
 
Research has shown that communication skills are among the most valued competencies sought by employers, particularly in business-related fields (Robles, 2012). By developing communication skills in their first year at the university, they begin to build the confidence required to communicate in the accounting and financial professions.  

Enhancing digital literacy and Excel proficiency 

Microsoft Excel and digital literacy are essential in the Developing Academic and Professional Skills module. In accounting and finance, professionals rely on digital tools to analyse data, produce reports, and support decisions. The module teaches key Excel functions, including organisation, formulas, calculations, and formatting. Proficiency improves analytical skills and employability, equipping students with practical skills for internships and future roles. 

CV writing and career preparation 

Another key aspect of the module is CV writing and career preparation. Many students entering university have a limited understanding of how to present their skills, experiences, personal statements, and achievements by crafting a strong CV. In addition to traditional CV development, students are encouraged to build a “virtual CV” on LinkedIn to showcase their academic progress, extracurricular activities, and transferable skills. We make them aware of the importance of career awareness and employability development. They are better prepared to search for and secure internships and placements after the year-1 studies. 

Developing academic writing and critical thinking skills 

Academic writing skills are a key focus of the module. Students develop critical thinking, the ability to construct structured arguments, referencing skills, and engagement with sources. As university writing differs from school writing, support is provided through essay guidance, referencing, and academic integrity. Strong writing is vital in accounting and finance, enhancing reports, analysis, communication, academic performance, critical engagement, and intellectual development. 

Building employability from day one 

The Developing Academic and Professional Skills module strengthens both technical and transferable abilities essential for career success. 

Key benefits: 

• Enhances self-management, time management, and reflective learning  

• Builds employability through independence and adaptability  

• Integrates technical, personal, and interpersonal skills 

• Develops practical competencies like CV writing, Excel, and presentations  

Introducing these skills in the first year creates a strong foundation for continuous growth. Students become more aware of career pathways early and can refine their abilities through internships, group work, and networking. Overall, the module plays a vital role in preparing accounting and finance students for the evolving demands of the professional world. 

References 

Andrews, J. and Higson, H. (2008) ‘Graduate employability, “soft skills” versus “hard” business knowledge: A European study’, Higher Education in Europe, 33(4), pp. 411–422. 

Bennett, N., Dunne, E. and Carré, C. (1999) ‘Patterns of core and generic skill provision in higher education’, Higher Education, 37(1), pp. 71–93. 

Knight, P. and Yorke, M. (2004) Learning, Curriculum and Employability in Higher Education. London: Routledge. 

Robles, M. (2012) ‘Executive perceptions of the top 10 soft skills needed in today’s workplace’, Business Communication Quarterly, 75(4), pp. 453–465. 

Yorke, M. (2006) Employability in Higher Education: What It Is – What It Is Not. York: Higher Education Academy. 

Yorke, M. and Knight, P. (2007) ‘Evidence-informed pedagogy and the enhancement of student employability’, Teaching in Higher Education, 12(2), pp. 157–170.