Designing experiential learning for success

In accounting education there is a history of a mismatch between employer expectations of graduate capabilities and the capabilities graduates possess. This is the result of an accounting education environment that is content and exam driven. A popular response to address this issue has been the introduction of Work Integrated Learning (WIL). Over the years, the University of Newcastle has implemented (WIL) opportunities for undergraduate accounting students. WIL is problematic for a number of reasons including cost, recruitment, liaison with employer groups and providing equitable opportunities to students. For example, WIL is only offered to high achieving students with the majority of the cohort missing out. As a result, we are currently undertaking a review that focuses on embedding graduate capabilities through active and experiential learning opportunities in accounting courses. This paper explores an approach to doing this through a curriculum renewal strategy in an introductory management accounting course