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Linking academic advising and industry expectations: a study of management accounting students at Durban University of Technology, South Africa

Author

Listed:
  • Anos Chitamba

    (Durban University of Technology)

  • Yearwood Verna

    (Durban University of Technology)

  • Swanepoel Matthys

    (Durban University of Technology)

  • Myeza Gabriel

    (Durban University of Technology)

  • Sizwe Mbona

    (Durban University of Technology)

Abstract

Academic advising is essential in equipping students for their careers, particularly in specialized fields such as Management Accounting, where alignment with industry expectations is critical. This study investigates the effectiveness of academic advising in enhancing the career readiness of Management Accounting students at the Durban University of Technology (DUT) in South Africa. Employing a quantitative research approach, data was collected from 33 students through structured surveys, focusing on key components of advising, including skill development, job market insights, mentorship, and employability support. The findings reveal that academic advising plays a significant role in fostering students’ understanding of essential professional skills, career planning, and industry trends. Students expressed high satisfaction regarding advising related to course selection and resume preparation, achieving a mean score of 4.03 (SD = 0.810) for the impact of advising on skill development. However, lower mean scores in areas such as internship opportunities (3.61, SD = 1.223) and interview preparation (3.67, SD = 1.051) indicate existing gaps in connecting theoretical knowledge with practical work experience. Furthermore, the study identifies demographic variations in advising effectiveness, with Generation Z students showing a preference for digital career resources, while female students expressed the necessity for gender-sensitive career support. Although the study highlights the overall positive impact of academic advising, it emphasizes the need for enhancements to better align with industry expectations. Recommendations include incorporating experiential learning, strengthening mentorship programs, expanding digital advising resources, and fostering partnerships between industry and academia. These improvements will ensure that students not only excel in their academic pursuits but also transition smoothly into professional roles. The study contributes to the broader dialogue on higher education and employability by providing insights into the evolving role of academic advising in preparing graduates for the workforce. Key Words:Academic advising, Career readiness, Industry expectations, Management Accounting, Employability, Higher education, South Africa.

Suggested Citation

  • Anos Chitamba & Yearwood Verna & Swanepoel Matthys & Myeza Gabriel & Sizwe Mbona, 2025. "Linking academic advising and industry expectations: a study of management accounting students at Durban University of Technology, South Africa," International Journal of Business Ecosystem & Strategy (2687-2293), Bussecon International Academy, vol. 7(3), pages 408-419, June.
    • Handle: RePEc:adi:ijbess:v:7:y:2025:i:3:p:408-419
    DOI: 10.36096/ijbes.v7i3.814
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    References listed on IDEAS

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    1. Nik Herda Nik Abdullah & Shamala Krishnan & Azliza Azrah Mohd Zakaria & Grace Morris, 2022. "Strategic management accounting practices in business: A systematic review of the literature and future research directions," Cogent Business & Management, Taylor & Francis Journals, vol. 9(1), pages 2093488-209, December.
    2. Shadi Atalla & Mohammad Daradkeh & Amjad Gawanmeh & Hatim Khalil & Wathiq Mansoor & Sami Miniaoui & Yassine Himeur, 2023. "An Intelligent Recommendation System for Automating Academic Advising Based on Curriculum Analysis and Performance Modeling," Mathematics, MDPI, vol. 11(5), pages 1-25, February.
    3. Valentina Dolce & Federica Emanuel & Maurizio Cisi & Chiara Ghislieri, 2020. "The soft skills of accounting graduates: perceptions versus expectations," Accounting Education, Taylor & Francis Journals, vol. 29(1), pages 57-76, January.
    4. Ilse Lubbe, 2017. "Challenges for curriculum design: Considerations for a four-year business and accounting degree in South Africa," South African Journal of Accounting Research, Taylor & Francis Journals, vol. 31(1), pages 60-82, January.
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