Evaluation of knowledge and skills of ULSA accounting graduates in the globalization period

Comparing attainment levels of accounting skills (Source: Compiling from research results) 3.46 3.47 3.45 3 3.2 3.4 3.6 3.8 4 4.2 4.4 1. Financial planning skills, compiling statistics, taxation in business operations 2. Skills related to marketing, business culture, establishing, monitoring business activities 3. Skills related to corporate governance Min ULSA Max 3.49 3.32 3.44 3.46 3.59 3 3.2 3.4 3.6 3.8 4 4.2 4.4 1. Conforming with laws and standards in accounting 2. Collecting, classifying, providing information in accordance with accounting laws and accounting standards 3.Implementing an accounting information system that meets the requirements of corporate governance 4. Skills of using accounting software 5. Skills of joining and coordinating with audit organizations Min ULSA Max 248 The National Qualifications Framework of Vietnam and the ASEAN’s Framework require accounting skills to be level 4 (having done practice or implementation with mean from 3.41 to 4.2). Compared with the attainment level of accounting students of ULSA, it can be seen that students has reached this level, with a mean from 3.44 to 3.59. However, the level of practicing and implemetation has value of mean near the lowest level. The highest variation is the skills of collecting, classifying and organizing accounting information in accordance with the laws, accounting standards (mean = 3.32), reaching level 3 "ability to apply" and the lowest variation is the skills of collaborating with the audit organizations (mean = 3.59). Perceptional skills Fig. 7. Comparing attainment levels of perceptional skills (Source: compiling from research results) According to National Qualifications Framework of Vietnam and frameworks of ASEAN, computer skills, foreign language, writing skills, presentation of report is required at the 4 which means having done practice and implementation (mean from 3.41 to 4.2). With these skills, students of ULSA have achieved the required attainment level, however, it were close to minimum value, mean from 3.48 to 3.55. Writing skill and presentation skills got the highest mean which was 3.55. With kills of learning from the job, accounting students of ULSA got the lower levels with mean of 3.48. Behavioral skills 3.55 3.50 3.53 3.50 3.51 3.48 3 3.2 3.4 3.6 3.8 4 4.2 4.4 1. Skills of writing and presentation of reports 2. Basic computer skills and using office applications 3. Foreign language skills (TOEIC over 400 points) 4. Analysis skills: discovering, analyzing and solving problem 5. Assessment skills: self- assessment, required skills at work 6. Ability to participate in studying, continuous learning at work Min ULS A Max 249 Fig. 8. Comparing attainment levels of behavioral skills (Source: Compiling from research results) In terms of behavioral skills, the attainment levels of accounting students of ULSA were 3.49 and 3.51, consistent with Level 4 which means “having done practice or implementation” by the National Qualifications Framework of Vietnam and Framework of ASEAN, but the mean’s value was close to the minimum value. Thus, in term of skills, students of ULSA achieved the highest attainment level in socio- economic skills and soft skills with mean of having done practice or implementation. However, students achieved lower attainment levels in skills related to accounting and enterprises’ activities, mostly at application level. When compared with National Qualifications Framework of Vietnam and Framework of ASEAN, students of ULSA achieved the required levels which is level 4 “having done practice or implementation”, except “skills of collecting, classifying and creating accounting in accordance with accounting laws and accounting standards” had mean = 3.32, achieved level 3 “ability to apply”, lower than level 4 as requirement of National Qualifications Framework of Vietnam and Framework of ASEAN. Apart from skills required in output standards, other necessary skills that graduate students of ULSA do not have such as professional manners, social responsibilities of, respecting cultural differences, adaptability in different organizations. 4. Conclusions and Policy Implications Based on the survey results of attainment level of knowledge and skills of the ULSA’s students compared with the output standards, and the National Qualifications Framework of Vietnam and Frameworks of ASEAN, following solutions are proposed: Adjusting output standards Firstly, the university needs to identify training objectives as the basis for developing the output standards. The identification of training objectives and development of output standards should be based on the required standards of highly qualified human resources according to international standards so that trained students are not only qualified to work in 3.49 3.51 3 3.2 3.4 3.6 3.8 4 4.2 4.4 1. Ability to adapt to new circumstances, having action plans, thinking creatively 2. Cooperating with colleagues, negotiating, discussing and defending personal views Min ULSA Max 250 Vietnam but also have the ability to work in countries in the AEC region. The output standards must meet international standards for academic competence, career skills, ability to communicate in English and computer skills. Secondly, the university needs to put additional time and requirements for subjects including English and Information Technology to ensure that students are able to communicate in English fluently and use English in research and preparing reports in specialized English, at least achieving intermediate level 3/6 (equivalent to B1 in European framework). Using office applications and some popular accounting software is critical. Thereby, the university needs to supply additional knowledge to meet integration requirements such as preparing of consolidated financial statements, international financial statements and professional ethics. Students are required to achieve such knowledge at minimum level of ability to analyze and synthesize. Thirdly, the university needs to enhance the skills to help students adapt in integrated environment. Skills that need to be supplemented include: organizational adaptation, commitment to the public interests, professionalism in the workplace, social responsibilities of the accountants, respecting cultural differences among countries, professional working style, independence and confidence in the competitive environment. These skills need to be achieved at the minimum level of having done practice or implementation. Adjusting contents, training programs Firstly, Training programs should be designed in open-ended direction. The contents of the training program need to be updated so that learners will access modern and practice knowledge through the programs Secondly, Training programs must increase the opportunities of professional practice, practicing soft skills so that graduate students can meet market demand. Thirdly, the university needs to increase time and enhance subjects’ contents to meet requirements of integration. Fourthly, the university needs to supply additional subjects to meet integration requirements: accounting standards of international financial statements, training standardized professional ethics of accountants. Training skills Firstly, according to training programs of the university, lecturers need to direct objectives and attainment levels in required skills for students in subjects. Secondly, the university should organizes and train self-study skills, self-practice for students Thirdly, to enhance practical exposure of students, the university needs to organize visits to enterprises. Fourthly, the university should promote development of clubs, enhance extra-curricular activities to develop skills. Youth Union, Student Union can create a playground for students to develop their presentation skills such as speaking contests, creativity contests, talent contests. 251 In short, in the process of equipping students with knowledge and skills, universities recently need to focus more on skill development, softening knowledge and hardening skills through practice, practice in the learning process. 5. References Doan, N. P. A., Le, T. N. (2016), Innovation of accounting training in Vietnam in the trend of integration. Proceedings of the National Scientific Seminar on Accounting and Auditing in the context of Vietnam joining TPP and AEC. National Economics University Publishing House, Hanoi. Dang, N. H., Nguyen, D. Q., Nguyen, V. L., Pham, A. T., Nguyen, Q. C., (2016), Current situation and recommendations to improve the quality of accounting bachelor training in AEC integration conditions – In case of Hanoi University of Industry. Proceedings of the National Scientific Seminar on Accounting and Auditing in the context of Vietnam joining TPP and AEC. National Economics University Publishing House, Hanoi. The government (2016), Decision No. 1982/QD-TTg dated October 18, 2016, of the Prime Minister on approval for Vietnamese qualifications framework. Hanoi University of Industry (2017), Consulting opinions on output standards in level 3 according to CDIO. Seminar of Hanoi University of Industry, September 2017. Hair, F.J., Anderson, E.R., Tatham, L.R., and Black, C.W. (1998). Multivate data analysis, Fifth edition, New Jersey: Prentice hall International, Inc. Pham, T. M. H. (2016), National Qualifications Framework and Challenges To Vocational Educational Of Vietnam, Magazine of Labor and Social Affairs, No. 535, September 2016. Owlia, M.S. and E.M. Aspinwall (1996), A framework for the dimensions of quality in higher education. Quality Assurance in Education, 4(2): 12-20. Truong, T. H., Nguyen, T. N., Nguyen, L. S. (2016), Improving the capacity of accounting and auditing teachers - key factors to increase the quality of audit accounting training in the context of integration. National Conference on Accounting and Auditing in the context of Vietnam joining TPP and AEC. National Economics University Publishing House, Hanoi. do-quoc-gia--co-hoi-va-thach-thuc-doi-voi-giao-duc-nghe-nghiep-Viet-Nam/Default.aspx Framework-January-2016.pdf