Embedding non-technical skills into the accounting curricula

This paper aims to illustrate and disseminate examples of strategies to embed non-technical skills into the accounting curricula. As part of a survey to universities to determine the relative importance of identified non-technical skills in their curricula, an invitation was given to supply examples of the embedding of these skills. The academics were then interviewed and together with unit outlines and other documentation provided, the strategy was documented with follow up interviews and other communications to verify the accuracy of the documentation. The non-technical skills most commonly embedded in the curricula were team work and oral and written communication. Non-technical skills were either embedded in one unit or across a year or program level. Several academics used ‘real world’ experiences to embed non-technical skills. Outcomes observed ranged from increased student satisfaction, increased employability, improved attendance in lectures and tutorials and improved performance in examinations. Challenges faced in implementing the strategies related to resourcing, mobility of staff and the difficulty of attributing improvements to that strategy alone. The strategies documented will contribute to the embedding of non technical skills into accounting curricula by providing academics with trialled examples. By sharing best practice in this manner communities of practice will evolve to enhance the accounting education experience for all students. This study is the most comprehensive study of its nature since the Mathews Report in 1990. While some of the strategies might have been written up individually, the collection of strategies available for dissemination to the accounting academic community has not.