Abstract:

Having chosen a particular programme, first-year higher education students have already begun to decide what they want to become and how to go about becoming it. It is first year in higher education, which Lizzio (2012) refers to as the ‘transition in’ stage, that has the highest attrition rates. This can be due to financial difficulties or lack of parental support (Fike and Fike 2008), but also to a lack of belonging with what they are studying (Noble, Flynn, Lee and Hilton 2007; O’Keeffe 2013). Research shows that developmental education targeted to first year students increase their likelihood of remaining on the degree programme (Noble, Flynn, Lee and Hilton 2007; O’Keeffe 2013).

In Cork Institute of Technology we have a mandatory module for all first year students (in the first semester) called CIT module. While there is guidance as to the indicative content of this module, each department can tailor it to suit its own students. In the Accounting Department, this module had been tailored towards professional development. The objective of the module is to introduce students to the accountancy profession. Their other modules focus on developing accounting knowledge, but the aim of this module is to give students a taste of what it is really like to be accountants right from the start.

The objective of the module is divided into three separate assessments:
1. Creation of CV (20%)
2. Writing a report on “What is it to be an accountant?” (30%)
3. Group project presenting a plan for a new company (including financial forecasts) (50%)

A variety of teaching and learning techniques were established to guide students in completing these assessment:
a) Computer classes to develop IT skills
b) Workshops with Careers to develop CV writing skills
c) Attendance at careers’ fairs to network and determine different routes to becoming an accountant
d) Series of guest speakers to find out what accountants do in the workplace.
e) Group meeting time (1 hour per week). 10 minutes presentation eg division of duties, setting agendas, minute taking, reporting back to the team, dealing with issues within a team, time management. 50 minutes supervised time (and space) to hold meetings to work on their group projects.

The outcomes of this professional development module are development of presentation, report writing and team work skills, but most of all to build a sense of belonging in their class and with what they are becoming. A framework showing the development of this module through from objective, assessment methods, teaching and learning techniques, to outcome is the contribution of this paper. Future research will entail finding out from students if and how confidence in their IT, presentation, writing and team skills have developed, and to determine if their path to becoming an accountant is clearer and more certain as a result of this module.

References:
[1] Fike, David and Fike, Renea (2005). Predictors of First-Year Student Retention in the Community College”. Community College Review 36(2), pp. 68-88.
[2] Lizzio, A. (2012). Student Lifecycle, Transition and Orientation. Brisbane: Griffith University.
[3] Noble, K., Flynn, N. T., Lee, J. D., & Hilton, D. (2007). Predicting Successful College Experiences: Evidence from a First Year Retention Program. Journal of College Student Retention: Research, Theory & Practice 9(1), pp.39–60.
[4] O’Keeffe, P. (2013). A Sense of Belonging: Improving Student Retention. College Student Journal 47(4), pp.605-613.

Keywords:

First year, higher education, professional development.