Views of Lecturers and Students on the Appropriate Ways of Incorporating Industrial Training into the B.Ed. Accounting Curriculum: The Case of University of Cape Coast

Abstract

The study sought to examine the relevance of the Industrial Training program and its effective integration into the B.Ed. Accounting curriculum. A mixed-methods concurrent triangulation design was adopted to achieve this goal. The study population included final-year accounting education students from the Department of Business and Social Sciences Education at the University of Cape Coast. Using the census method, all 130 B.Ed. Accounting students were included for quantitative data collection, while 12 lecturers teaching B.Ed. Accounting students were conveniently selected for qualitative data. A multi-stage sampling approach, combining purposive, census, and convenience sampling techniques, was employed. Data collection tools consisted of a 5-point Likert scale questionnaire (ranging from strongly disagree [1] to strongly agree [5]) and an interview guide. Quantitative data were analyzed using means, standard deviations, frequencies, and percentages, while qualitative interview data were transcribed and thematically analyzed inductively. The findings emphasized the significance of Industrial Training and the necessity of incorporating it into the B.Ed. Accounting curriculum. Furthermore, the study highlighted the importance of strong collaboration between the department and industry for the successful implementation of the program. Based on these findings, the study recommended that key stakeholders, such as Deans and Heads of Department, take intentional steps to establish the required structures and measures to ensure the effective integration of Industrial Training into the B.Ed. Accounting curriculum.