9
Best Practice A comprehensive effort to recruit and retain accounting students Rebecca Kaenzig a,, Rachel Keller b,1 a Appalachian State University, 3131 Raley Hall, 416 Howard Street, Boone, NC 28608, United States b Appalachian State University, 3132 Raley Hall, 416 Howard Street, Boone, NC 28608, United States article info Article history: Available online 23 July 2012 Keywords: Student recruitment Student retention Accounting majors abstract This paper describes a series of coordinated and proactive recruit- ment and retention efforts within the accounting department of a southeastern university. Each semester, recruitment of successful students in Principles of Accounting classes is a departmental pri- ority. The intention is to encourage Principles students to declare a major in accounting. For accounting majors in the junior and senior years, a series of programs is offered for professional development. Each year students are surveyed to gauge the perceived value of the time spent out-of-classroom. The results indicate that the time spent out-of-classroom is beneficial. Most important, the results of our efforts to recruit to the major from Principles classes correlate to previous research that indicates contacting potential majors in the introductory course is crucial. Ó 2012 Elsevier Ltd. All rights reserved. 1. Introduction At Appalachian State University [ASU], the accounting department has a formal plan, followed every semester, focusing on recruitment from Principles of Accounting into the accounting major and on improving retention of accounting majors using out-of-classroom programs during the junior and senior years. A total of four evening programs every semester are required to implement this plan. Because of recruitment efforts by faculty, a significant number of Principles students who had not con- sidered accounting as a major are convinced to change majors each semester. Junior and senior accounting majors are developing competence and confidence as they prepare to enter the job market 0748-5751/$ - see front matter Ó 2012 Elsevier Ltd. All rights reserved. http://dx.doi.org/10.1016/j.jaccedu.2012.06.008 Corresponding author. Tel.: +1 828 262 6207 (office), +1 828 264 1440 (home), +1 828 773 4512 (mobile); fax: +1 828 262 6640. E-mail addresses: [email protected] (R. Kaenzig), [email protected] (R. Keller). 1 Tel.: +1 828 262 6120 (office). J. of Acc. Ed. 29 (2011) 315–323 Contents lists available at SciVerse ScienceDirect J. of Acc. Ed. journal homepage: www.elsevier.com/locate/jaccedu

A comprehensive effort to recruit and retain accounting students

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J. of Acc. Ed. 29 (2011) 315–323

Contents lists available at SciVerse ScienceDirect

J. of Acc. Ed.

journal homepage: www.elsevier .com/locate/ jaccedu

Best Practice

A comprehensive effort to recruit and retainaccounting students

Rebecca Kaenzig a,⇑, Rachel Keller b,1

a Appalachian State University, 3131 Raley Hall, 416 Howard Street, Boone, NC 28608, United Statesb Appalachian State University, 3132 Raley Hall, 416 Howard Street, Boone, NC 28608, United States

a r t i c l e i n f o

Article history:Available online 23 July 2012

Keywords:Student recruitmentStudent retentionAccounting majors

0748-5751/$ - see front matter � 2012 Elsevier Lthttp://dx.doi.org/10.1016/j.jaccedu.2012.06.008

⇑ Corresponding author. Tel.: +1 828 262 6207 (o6640.

E-mail addresses: [email protected] (R. Ka1 Tel.: +1 828 262 6120 (office).

a b s t r a c t

This paper describes a series of coordinated and proactive recruit-ment and retention efforts within the accounting department of asoutheastern university. Each semester, recruitment of successfulstudents in Principles of Accounting classes is a departmental pri-ority. The intention is to encourage Principles students to declare amajor in accounting. For accounting majors in the junior and senioryears, a series of programs is offered for professional development.Each year students are surveyed to gauge the perceived value ofthe time spent out-of-classroom. The results indicate that the timespent out-of-classroom is beneficial. Most important, the results ofour efforts to recruit to the major from Principles classes correlateto previous research that indicates contacting potential majors inthe introductory course is crucial.

� 2012 Elsevier Ltd. All rights reserved.

1. Introduction

At Appalachian State University [ASU], the accounting department has a formal plan, followedevery semester, focusing on recruitment from Principles of Accounting into the accounting majorand on improving retention of accounting majors using out-of-classroom programs during the juniorand senior years. A total of four evening programs every semester are required to implement this plan.Because of recruitment efforts by faculty, a significant number of Principles students who had not con-sidered accounting as a major are convinced to change majors each semester. Junior and senioraccounting majors are developing competence and confidence as they prepare to enter the job market

d. All rights reserved.

ffice), +1 828 264 1440 (home), +1 828 773 4512 (mobile); fax: +1 828 262

enzig), [email protected] (R. Keller).

316 R. Kaenzig, R. Keller / J. of Acc. Ed. 29 (2011) 315–323

through a series of programs, led by faculty and accounting professionals, offering suggestions for suc-cessful interview and job-seeking skills. One of the main reasons for the success of this strategy is thataccounting faculty members have invested significant amounts of time out-of-classroom, mostly inthe evenings.

1.1. Appalachian State University

ASU is part of the University of North Carolina system. University enrollment in the fall of 2012 was17,344 students, with 103 undergraduate degree programs and 49 graduate degree programs. TheWalker College of Business is accredited by AACSB International, with over 2,300 undergraduate stu-dents, including 360 junior or senior accounting majors. All College of Business students must take sixcore business courses, including Principles of Accounting I and Principles of Accounting II. In addition,many non-business students earn a minor in business, which includes the first Principles of Account-ing course.

1.2. The accounting educator

Accounting educators have long been aware of student stereotypes and misconceptions aboutaccountants and accounting majors. Parker (2000) confirmed stereotypical descriptions of accountantsas being ‘‘introverted, cautious, methodical, systematic, anti-social and boring.’’ Hunt, Falgani, andIntrieri’s (2004) study of college student perceptions of accountants also confirmed similar stereo-types, finding that college students perceive accountants as ‘‘not particularly admirable, exciting, out-going, or versatile.’’ Misconceptions about the requirements of the accounting major also exist.Parker’s study found that ‘‘non-accounting majors may choose a major other than accounting, believ-ing accounting is too quantitative and boring.’’ Barsky, Catanach, and Kozlowski (2003) note that‘‘technology, the economy, recruiting practices and public perceptions of the accounting professionall challenge faculty in promoting the accounting major.’’

Yet another challenge is the decline in the ‘‘accounting professoriate.’’ A study by Fogarty andMarkarian (2007) shows a decline in the number of accounting faculty, which has caused accountingto be the ‘‘only major business discipline that has declined in representation at the business school.’’Fogarty and Markarian conclude (p. 156) that this may be because ‘‘the accounting field is rigorous,and the decline in numbers reflects the fact that only a relative few are capable of meeting its highstandards of accomplishment.’’ This is true for students at the undergraduate level as well as for doc-toral students, and becomes part of the ‘‘marketing’’ problem faced by accounting faculty in therecruitment of accounting majors. Because accounting faculty time is at a premium, when facultyspend extra hours in out-of-classroom recruitment and retention efforts, they must be convinced thatthese efforts make a difference. This paper provides some evidence that a coordinated plan that is eas-ily implemented and followed can make a significant difference both in the quantity and quality ofaccounting majors and in the employment success of graduates.

Many students believe (correctly) that a major in accounting may require more work than someother majors, and (incorrectly) that only students who excel in math will do well in the major. Re-search shows that recruiting into the accounting major is best accomplished in the introductory soph-omore-level accounting courses. Mohrweis (2006) found that just a letter of congratulations tostudents upon successful completion of the introductory course was enough to dramatically increasethe likelihood that students would continue into a junior-level accounting course. Elfrink and Wood-ruff (2008) suggest that students need to be recruited as college underclassmen and supported afterdeclaring accounting as the major.

There is agreement in the literature that recruitment efforts are important and that support afterrecruitment is essential. At ASU, this effort means a comprehensive plan designed to reach sopho-mores in Principles of Accounting through seniors preparing for job interviews. The Department ofAccounting is active in recruiting students who might otherwise not become accounting majors andin supporting majors by offering out-of-classroom programs to help them prepare for a successfuljob search. These programs are beyond what is offered during Beta Alpha Psi (BAP) meetings and have

Table 1Peer institution recruitment.

Peer institution Formal principlesevent

Other recruitment events

Binghamton University NoBowling Green State University NoCalifornia State University –

ChicoNo

California State University –Fresno

No

College of Charleston NoElon University No Social event to discuss accounting careersMiami (OH) University Yes Career skits and panels at a dinnerMiddle Tennessee State

UniversityNo Department chair visits all accounting classes on the first day

University of North Carolina –Charlotte

No

University of Northern Iowa NoRowan University No Accounting mentorship programSam Houston State University NoSt. Cloud State University No Professors write notes on exams to encourage good students;

lunch at local firmStephan F. Austin State

UniversityNo

Western Illinois University No Strong Principles students invited to visit IMAWestern Washington University No Strong faculty teach first courseUniversity of Wisconsin – La

CrosseNo Strong faculty teach first course

R. Kaenzig, R. Keller / J. of Acc. Ed. 29 (2011) 315–323 317

the advantage of involving accounting faculty, accounting professionals and accounting majors inworking toward a joint goal: the success of these students both in college and in the profession.

1.3. The coordinated program

Many accounting programs offer some aspects of the programs discussed here, but at ASU the dif-ference is that there is a coordinated effort, first to recruit students to accounting and then to provideprograms to help with the students’ professional development as they pursue academic success in themajor. Hunt et al. (2004) suggest that exposing students to accounting professionals in person reducessome negative and inaccurate stereotypes common among students. Fedoryshyn and Tyson (2003)suggest that presentations by accounting professionals are useful in changing student attitudes andperceptions about the accounting profession. Law, Shaffer, and Stout (2009) describe an annual pro-gram that brings together students, faculty and accounting professionals. Their one-day ‘‘mini-confer-ence’’ helps to bridge the gap between technical classroom knowledge and practitioner skills, helpsundecided students make a career decision, and provides networking opportunities. Ohio’s Kent StateUniversity offers a lunch and ‘‘career day’’ every semester for Principles students. Describing theserecruiting efforts, Zucca and McFall (2008) note that ‘‘the demand for highly qualified students stillexceeds supply.’’ The coordinated program described here addresses the supply problem by activelyrecruiting qualified students for Principles of Accounting classes.

An initial online survey of 150 accounting programs was conducted by the authors in November of2011. This survey found that, of the 25 schools responding, none indicated a comprehensive programthat included recruiting and retaining students. Only two of the schools (8%) that responded offer arecruitment event for Principles students. Less than half of these schools make any direct contact withPrinciples students in an effort to convince them to major in accounting, and only five schools (20%)recruit at a major’s fair or open house. A follow-up survey was conducted by the authors in January of2012.2 This survey targeted thirty-three universities that represent peer institutions for our University

2 http://www.surveymonkey.com/s/QL5876Z.

318 R. Kaenzig, R. Keller / J. of Acc. Ed. 29 (2011) 315–323

and College of Business. Of the 17 schools responding, 40% made some recruiting effort and only one in-vited Principles students to a formal event as noted in Table 1.

Marc Rubin, the chair of the Department of Accounting at Miami University, Oxford, Ohio, offeredthese comments: ‘‘We have a dinner by invitation of students that meet certain criteria (high GPA andgood grade in the first introductory class). We usually have about 100 students attend along with 50professionals. We have some informational skits about careers in accounting and then a dinner for thestudents and professionals. We also give the students a bag of items from the sponsoring firms (pens,coffee cups, etc.). Some of the attending students may already have selected accounting as a major, butmany have not (often undecided or thought about another major). We then try to determine howmany of the attending students actually become accounting majors. It is often in the 50% or betterrange.’’

Comments from other responding universities when asked what they do to recruit students to themajor:

� A social event to talk about accounting careers.� Lunch at a local firm.� Students are invited to attend student accounting club meetings.� Career panels in the introductory class.

At Appalachian State, there is a coordinated program of continuing out-of-the-classroom contactwith students by accounting educators, upper-level accounting students and professional accountants.This starts in the sophomore year with a recruiting dinner for Principles students; followed in the ju-nior year with a series of programs to prepare students for the professional world; and in the senioryear with preparation for internship and job interviews. These offerings are in addition to programsoffered by the Beta Alpha Psi (BAP) chapter at our University.

2. Principles of accounting: the role of the instructor in recruiting

A student’s first impression of accounting typically comes from the introductory or Principlescourse. In the first Principles of Accounting class, our faculty identify students who show exceptionalinterest and perform well above average on graded work. Mauldin, Crain, and Mounce (2000), Geigerand Ogilby (2000), and Mohrweis (2006) all note the important role of the accounting principlesinstructor in the decision of a student to major in accounting. Fedoryshyn and Tyson (2003) also sug-gest that most decisions to major in accounting were made in the first accounting course.

Our department believes that ‘‘an effective and inspiring teacher makes more difference in a stu-dent’s educational experience than any other factor’’ (Albrecht & Sack, 2000) and that this is particu-larly true for the introductory courses. Principles instructors are aware that the first Principles class isan important tool to identify and recruit accounting majors. Due to the amount of material presentedin these courses, class time is not available for direct recruiting. But after each exam, instructors areencouraged to identify students who did well, to check their declared major, and if they are not anaccounting major, to contact them to discuss majoring in accounting. While the department doesnot have a structured program to ensure that this happens across all Principles instructors, the cultureof the department and the past successes of this approach ensure that most instructors follow up assuggested.

2.1. Student recognition dinner

After two exams, each instructor computes a midterm grade for all students in all Principles classes.Each instructor has the freedom to decide, based on exam grades and other indicators of performance,which students (in the opinion of the instructor) have the ability to succeed in upper-level accountingcourses. These students are invited to a Student Recognition Dinner (referred to by faculty and stu-dents as the ‘‘Principles Dinner’’). The general rule is that invited students should have at least a B+average after two exams in a semester model which usually includes two midterm exams and a final

R. Kaenzig, R. Keller / J. of Acc. Ed. 29 (2011) 315–323 319

exam. Instructors are given invitations to pass along to students by e-mail. The dinner is sponsored bythe Accounting Department faculty with support from the BAP chapter, and most faculty and BAPmembers attend each semester. BAP members see this as their first opportunity to ‘‘act like a recrui-ter.’’ Many have done or will soon do an internship and already understand how quickly they may beback on campus in the role of recruiter. Also invited are students who have recently completed intern-ships and graduate students interested in helping with recruiting. The goal is to have personal contactwith each invited student by faculty and an upper-level student. Upper-level accounting students andfaculty take seriously the need to attract the best and brightest to the profession. Funds for the dinnerinitially came from departmental funds. Recently the accounting firms have offered to sponsor thedinners. When this is the case, we introduce a few professionals from the sponsoring firm and thankthem for their contribution. The continuing competition for the best students drives the interest of thefirms in getting their name in front of students even this early in the process. The most recent dinnercost $10 per person.

There is a short program, including brief, informative talks by the department chair, the BAP advi-sor, the graduate program director and the internship coordinator. The department chair welcomesthe invited students, pointing out that accounting is difficult for many and that success in Principlesof Accounting can be a good indicator of future success in accounting. The BAP faculty advisor gives anoverview of the value of membership in BAP and the requirements for membership. The graduate pro-gram director advises the students that a CPA in our state (NC) must have 150 h of college credits, andencourages them to take seriously the need for a graduate degree as they plan their future. The intern-ship coordinator, a tenure-track faculty member, outlines our departmental internship program, givessome statistics on the number of students doing internships, the average hourly pay they earn and thetotal it is possible to earn in a ten-week internship during busy season. Each speaker provides a hand-out with more details and all handouts are stapled into a booklet with the agenda for the evening. Thebooklet is placed at each seat before the dinner begins and serves as a ‘‘take-away’’ for the invited stu-dents, so that later they can be reminded of what they heard during the program. The highlight of theprogram is a panel of students who have recently returned from the internship experience. The panelalways includes at least one student who decided to major in accounting after attending a StudentRecognition Dinner just a few semesters ago. These students typically have a permanent job waitingand are back on campus to study for the Uniform CPA exam and to start the Master’s in Accountingprogram.

2.2. The ‘‘Junior-Year Experience’’

After students have chosen the accounting major, it is important to continue to work on the skill setrequired for them to be successful. In the spring semester of the junior year, students are invited toattend a series of evening sessions called ‘‘The Junior-Year Experience.’’ In the first session, the stu-dents meet representatives from accounting firms of different sizes and markets. A panel made upof these professionals provides information and answers questions about the profession and about dif-ferences between firms based on size, firm culture and client base. The information is structured tohelp the students understand what firms expect of entry-level accountants and to decide what typeof firm might be the best fit for them. During other sessions, topics may vary in order and contentbut always include the following:

� The graduate program director describes details of the Masters in Accounting program offered byASU and why this program may be a good option for them. Student attendees are encouraged tostudy for the GMAT and to remember to apply for graduate school on a timely basis.� Students are coached on interviewing skills by recruiters from firms that interview on our campus.

They cover topics such as preparing for common interview questions, how to research firms beforethe interview, how to stay relaxed during the interview and what topics to avoid during aninterview.� Students are offered the opportunity to participate in ‘‘mock interviews’’ to practice and fine-tune

interview skills.

320 R. Kaenzig, R. Keller / J. of Acc. Ed. 29 (2011) 315–323

� An expert in business attire provides examples of appropriate attire for interviewing and for workin accounting firms.� At an extra charge, students may sign up for a special dinner structured to teach dining etiquette

with an etiquette coach.

The interview process creates opportunities for employers to evaluate the ability of the applicant tooperate in the social aspect of the business world. These programs address the need to educate thestudent in ways not appropriate to the classroom, but important for a successful interview and workexperience.

2.3. ‘‘Meet the Firms’’ and the internship experience

Over the last five years (i.e., 2007–2011), our program has graduated an average of 56 accountingmajors per year. In those five years, the average number of accounting interns was 55. Our internshipprogram involves interviews with recruiters from CPA firms in the fall of the senior year. As part of theinternship placement activities, firms looking for interns come to campus for a series of ‘‘Meet theFirms’’ nights. Each year about 20 firms participate. There are four ‘‘Meet the Firms’’ nights, with fivefirms each night. Firms are located in separate rooms where they set up their presentation materials.Students are divided into five groups, and rotate among the firms in groups. Each firm gives a 30-minpresentation to each group. At the end of the evening, there is a social hour when firm representativesand students have another chance to meet and get to know each other. Faculty members attend andhelp make the process work smoothly. These sessions are a prelude to internship interviews, whichcan lead to a paid internship in the spring semester of the senior year.

Because accounting firms recruiting at our University prefer to have the services of interns in thespring, our program is arranged to provide 10-week audit internships or 15-week tax internships, usu-ally starting in the first week of January. The students earn class credit for doing an internship, andwhen they return from the internship they take accelerated courses so that they can complete the nec-essary hours for their senior year. Last year (i.e., 2012), interns earned an average weekly salary of be-tween $720 (a 40-h work week at $18 per hour) and $1,750 (a 60-h work week at $25 per hour withovertime pay) before tax. In most years, all those seeking an internship are matched with an account-ing firm, bank, or corporate accounting department. Many students do not end up at the firm that wastheir first or second choice at the beginning of the process and some just cannot find a fit. The account-ing firms treat the internship hire as if it were for a permanent position. Over the last five years closeto 60% of the internships have led to permanent job offers (based on a post-internship survey done bythe department after the internships are completed).

3. Feedback (survey) instruments

To provide some evidence regarding the value of the programs discussed above, surveys are used.These surveys were done in paper form in the early years, but starting in 2011 are all on-line surveysusing SurveyMonkey. For the Student Recognition Dinner, a survey was distributed in the spring 2009and 2011 semesters to 232 students with 98 responding (42% response rate).3 In the spring 2011semester, a survey was distributed to 88 students that were invited to the dinner but did not attend with37 responding (42% response rate).4 In the future, all invited students (whether they attend the dinner ordo not) will be asked to complete the online survey to help refine the program and ensure that the goalsare being met.

To measure the success of the ‘‘Junior Year Experience’’, a paper survey was distributed in the fallsemester of 2010 and an online survey was administered in the spring 2012 semester.5 The totalnumber of surveys that were distributed was 108, of which 86 were completed, an 80% response rate.

3 http://www.surveymonkey.com/s/DH2F35H.4 http://www.surveymonkey.com/s/Q8T3ZG2.5 http://www.surveymonkey.com/s/Q7CH5SK.

Table 2Student recognition dinner survey results (n = 98).

Decisions made % Ofresponses

Confirmed desire to major inaccounting

58

Changed major to accounting 19Declared accounting as a major

from being undecided16

Remained non-accounting 7

R. Kaenzig, R. Keller / J. of Acc. Ed. 29 (2011) 315–323 321

To measure the success of ‘‘Meet the Firms’’ and the internship experience, an online survey was used inthe spring semesters of 2009 and 2011.6 One hundred and twelve interns were invited to take a ten-question survey with 68 responding (61% response rate). The last survey went to practitioners who re-cruit students at ASU and who regularly attend these events; 25 firms were included with 16 responding(64% response rate).

4. Survey results

The data from the survey of students invited to a Student Recognition Dinner, whether or not theychose to attend, are summarized in Table 2. Of the students surveyed, 58% were already inclined to-wards a major in accounting and the dinner confirmed their desire to be an accounting major, 19% haddeclared another major but changed their major to accounting after the dinner, and 16% declared anaccounting major after being undecided. Of those students who attended a dinner, 55% had a GPA be-tween 3.7 and 4.0, and the average GPA of the attending students was 3.52. Among students invitedbut not attending, 36% had a GPA between 3.7 and 4.0, and the average GPA of the non-attending stu-dents was 3.42.

The survey also explored what parts of the dinner program are viewed by students as the mostappealing. Topping the list is the question-and-answer session with the panel of students. The numberof faculty attending the dinner was the second most appealing part of the dinner to students, a resultreaffirming the effectiveness of faculty time spent in this outside-the-classroom activity.

Among those students invited but not attending, the most significant reason for not attending thedinner was scheduling conflicts including work, meetings, and athletic practices (49%). Another signif-icant reason for not attending was that the student had already declared another major (41%). Whenasked if they had considered a major in accounting, 54% answered positively. The 46% that have neverconsidered accounting were asked why they had not. Responses included the following descriptions:

� It just never seemed too interesting to me.� I am not the type of guy that can sit at a desk all day.� I do not find accounting exciting.� Too hard.

The survey of the ‘‘Junior-Year Experience’’ students, summarized in Table 3, found that overall re-sponse to the sessions was very favorable. On a scale of 1.0 (‘‘strongly disagree’’) to 5.0 (‘‘stronglyagree’’), the average was 4.0 or higher, with many students adding comments that indicated the ses-sions were beneficial. We asked for specific comments; responses included the following:

� I found this extremely beneficial.� I learned how to carry on a conversation over a business meal.� It was great to learn the basics of business etiquette.� I am most appreciative of the faculty, professionals and former interns who attended.

6 http://www.surveymonkey.com/s/RTSK582.

Table 3Junior Year Experience survey results (n = 86).

Questions asked Averageresponse

The ‘‘Junior Year Experience’’ was an overall benefit to my college experience 4.6The BAP presentation was informative and helpful and gave me a clear picture of what it would take to

become a part of BAP4.5

The Masters in Accounting presentation was informative and helpful and gave me a clear picture of theadvantages of the Master’s Degree program

4.4

The internship presentations were informative and helpful and gave me a clear picture of the internshipprocess

4.6

The mini-seminar on dining etiquette gave me confidence for interviews that include a meal withprofessionals

4.3

The mini-seminar on business dress gave me adequate information about interview attire 4.4The ‘‘Junior Year Experience’’ panel of firms gave me a better idea of the range of potential internship

opportunities4.5

After the panel discussions, would you say you will feel more comfortable in a conversation or interviewwith potential employers?

4.3

Do you feel the ‘‘Junior Year Experience’’ was adequate preparation before ‘‘Meet the Firms’’ and theinternship interview process begins?

4.1

Do you feel that the accounting department’s ‘‘Junior Year Experience’’ is superior to what other WalkerCollege of Business departments offer to prepare their majors?

4.8

Scale: 1.0 = ‘‘strongly disagree,’’ . . ., 5.0 = ‘‘strongly agree.’’

322 R. Kaenzig, R. Keller / J. of Acc. Ed. 29 (2011) 315–323

� I never knew there were so many utensils possible at a meal.� Knowing professionals who will recruit me were presenting gives me confidence.� Thank you for helping to prepare us for the future.� No other major offers such outstanding assistance.� I cannot begin to express how helpful it has been to have so much support in classes and in the

search for job opportunities!

The internship survey used the same five-point scale, and respondents indicated the internship wasan overall benefit to them (4.8) as noted in Table 4. These students are asked to complete the onlinesurvey just after returning to campus after the internship experience. Of those completing the survey,92% were satisfied with the experience, and 68% had received a permanent job offer.

Comments from students who took the survey:

� In my opinion, the accounting department at ASU, through ‘‘Meet the Firms’’ and the rest of theprocess, sets students up to succeed in obtaining internships.� The ‘‘Meet the Firms’’ experience was excellent. I would not change a thing about it. I felt very pre-

pared due to all of the etiquette events and mock interviews offered through the COB.� I think students do need to be aware that the process is just as much a social experience as it is a

professional experience; communication skills matter.

Table 4Accounting internship survey (n = 68).

Topics inquired about Average response

The internship process was an overall benefit 4.8Meet the Firms gave a broad range of possibilities 4.5Meet the Firms made you feel comfortable in a professional setting 4.2Mock interviews were beneficial 3.9You felt adequately prepared when you started the internship 3.8During the internship you felt confident with your accounting skills 3.9After the internship you were satisfied with the experience you had 4.6Accounting internship program is superior to other internships (of which you are aware) 4.3

Scale: 1 = ‘‘strongly disagree,’’ . . ., 5 = ‘‘strongly agree.’’

R. Kaenzig, R. Keller / J. of Acc. Ed. 29 (2011) 315–323 323

5. Conclusion

Students need information and positive experiences to move them towards choosing the account-ing major. Once an accounting major is declared, students need support and more information to keepthem moving towards successful completion of the degree and the job search, matching them with afirm where the student can have a productive and fulfilling career. Colleges and universities can pro-vide non-classroom activities and programs that offer accounting students the help they need to makea successful transition to the world of professional accounting. At Appalachian State University, it isnot assumed that students will succeed in these areas without out-of-classroom help. They are ac-tively recruited to the accounting major and then supported as they prepare for the interview process.The surveys provide support confirming that faculty time spent outside-of-the-classroom is well-spent.

Acknowledgement

Thanks to Dr. Ron Marden, Professor of Accounting and BAP adviser at Appalachian State University.

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