Integrating the workforce atmosphere into the academic curriculum has always been challenging. Over the past decade this has become even more challenging as 54% of all new enrolling students in our Business Faculty are full fee-paying international students. By developing capstone units at undergraduate and postgraduate levels that bring inter-disciplinary concepts together, it is possible to demonstrate the importance of theory to students and its relationship to the world of work, especially if students recognise that the capstone unit they are completing also simulates an international workplace environment. The capstone units developed consistently exceed the university’s aspiration of achieving a median score of 4.70 (outstanding) out of 5.00 for student satisfaction. By emphasising the interaction between disciplinary knowledge and the development of graduate attributes in an applied learning environment, graduates learn to understand the importance of their university degree studies prior to entering the workforce. By developing attributes of research and inquiry, information literacy, ethical and professional understanding, personal and intellectual autonomy and communication they learn to understand the importance of developing their skills as ethical and responsible global citizens who work for the good of the business professions and the international business community. This paper is based on evidence collected in a simulated treasury dealing room at a Group of Eight University in Australia that researched the effectiveness of simulations in improving learning within the accounting and finance discipline and in preparing graduates for the workforce for a future global working environment.
|Keywords:||Curriculum, Financial Markets, Graduate Attributes, International Workforce, Technology|
Senior Lecturer, Department of Accounting and Finance, Monash University, Caulfield, Victoria, Australia