Skill Up or Fall Behind: A Global Bibliometric Review of Employability in Accounting Education
Abstract
This study conducts a comprehensive bibliometric analysis of global research on employability in accounting education from 2000 to 2025. Based on 422 documents retrieved from the Scopus database, it maps the scholarly landscape using citation analysis, authorship trends, source journals, keyword co-occurrences, and geographic and disciplinary distribution. The findings reveal a significant rise in research output since 2015, driven by growing concerns over graduate employability amid rapid technological change. The United States, Australia, and the United Kingdom are the most prolific contributors, with key journals including Accounting Education and Journal of Accounting Education. Frequently cited studies focus on curriculum alignment, soft skills development, and digital competency integration. The analysis underscores a global shift toward future-ready curricula while identifying underexplored areas in developing regions. These insights provide valuable guidance for educators, curriculum developers, and policymakers seeking to improve employability outcomes in accounting education.
Downloads
References
Ahmi, A. (2024). biblioMagika. available from https://bibliomagika.com
De Villiers, R. (2010). The incorporation of soft skills into accounting curricula: Preparing accounting graduates for their unpredictable futures. Meditari Accountancy Research, 18(2), 1–22. https://doi.org/10.1108/10222529201000007
Dolce, V., Emanuel, F., Cisi, M., & Ghislieri, C. (2020). The soft skills of accounting graduates: Perceptions versus expectations. Accounting Education, 29(1), 57–76. https://doi.org/10.1080/09639284.2019.1697937
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
Dzuranin, A. C., Jones, J. R., & Olvera, R. M. (2018). Infusing data analytics into the accounting curriculum: A framework and insights from faculty. Journal of Accounting Education, 44, 24–39. https://doi.org/10.1016/j.jaccedu.2018.02.002
Jackling, B., & De Lange, P. (2009). Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education, 18(4–5), 369–385. https://doi.org/10.1080/09639280902719341
Kavanagh, M. H., & Drennan, L. (2008). What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations. Accounting & Finance, 48(2), 279–300. https://doi.org/10.1111/j.1467-629X.2007.00245.x
Lawson, R. A., Blocher, E. J., Brewer, P. C., Cokins, G., Sorensen, J. E., Stout, D. E., Sundem, G. L., Wolcott, S. K., & Wouters, M. J. F. (2014). Focusing accounting curricula on students’ long-run careers: Recommendations for an integrated competency-based framework. Issues in Accounting Education, 29(2), 295–317. https://doi.org/10.2308/iace-50673
Levant, Y., Coulmont, M., & Sandu, R. (2016). Business simulation as an active learning activity for developing soft skills. Accounting Education, 25(4), 368–395. https://doi.org/10.1080/09639284.2016.1191272
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. BMJ (Clinical Research Ed.), 339(jul21 1), b2535. https://doi.org/10.1136/bmj.b2535
Mohamed, E. K. A., & Lashine, S. H. (2003). Accounting knowledge and skills and the challenges of a global business environment. Managerial Finance, 29(7), 3–16. https://doi.org/10.1108/03074350310768319
Pan, G., & Seow, P.-S. (2016). Preparing accounting graduates for the digital revolution: A critical review of information technology competencies and skills development. Journal of Education for Business, 91(3), 166–175. https://doi.org/10.1080/08832323.2016.1145622
Qasim, A., & Kharbat, F. F. (2020). Blockchain technology, business data analytics, and artificial intelligence: Use in the accounting profession and ideas for inclusion into the accounting curriculum. Journal of Emerging Technologies in Accounting, 17(1), 107–117. https://doi.org/10.2308/jeta-52649
Rebele, J. E., & St. Pierre, E. K. (2019). A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge. Journal of Accounting Education, 48, 71–79. https://doi.org/10.1016/j.jaccedu.2019.07.002
Sledgianowski, D., Gomaa, M., & Tan, C. (2017). Toward integration of Big Data, technology and information systems competencies into the accounting curriculum. Journal of Accounting Education, 38, 81–93. https://doi.org/10.1016/j.jaccedu.2016.12.008
Van Eck, N. J., & Waltman, L. (2014). Visualizing bibliometric networks. In Y. Ding, R. Rousseau, & D. Wolfram (Eds.), Measuring scholarly impact (pp. 285–320). Springer. https://doi.org/10.1007/978-3-319-10377-8_13
Yorke, M. (2006). Employability in higher education: What it is – what it is not. The Higher Education Academy. https://www.heacademy.ac.uk/system/files/id116_employability_in_higher_education_336.pdf
Zakaria, R., Ahmi, A., Ahmad, A. H., Othman, Z., Azman, K. F., Ab Aziz, C. B., Ismail, C. A. N., & Shafin, N. (2021). Visualizing and mapping a decade of literature on honey research: A bibliometric analysis from 2011 to 2020. Journal of Apicultural Research, 60(3), 359–368. https://doi.org/10.1080/00218839.2021.1898789
Zupic, I., & ?ater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562629
Copyright (c) 2025 Inayah Abdul Aziz, Yusliena Yusoff, Emiza Tahar, Rohayati Jusoh
This work is licensed under a Creative Commons Attribution 4.0 International License.
Author (s) should affirm that the material has not been published previously. It has not been submitted and it is not under consideration by any other journal. At the same time author (s) need to execute a publication permission agreement to assume the responsibility of the submitted content and any omissions and errors therein. After submission of revised paper in the light of suggestions of the reviewers, the editorial team edits and formats manuscripts to bring uniformity and standardization in published material.
This work will be licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) and under condition of the license, users are free to read, copy, remix, transform, redistribute, download, print, search or link to the full texts of articles and even build upon their work as long as they credit the author for the original work. Moreover, as per journal policy author (s) hold and retain copyrights without any restrictions.
