Competency development among prospective accounting graduates: Bridging the gap between academic training and industry expectations

Abstract

Accounting education is expected to produce graduates who have technical competence, professional skills, and ethical judgment. This research investigates the key determinants influencing competency development among final-year accounting students in Ghana. The study used concurrent embedded mixed-methods design, following social development theory and the theory of planned behavior. Quantitative data were collected from 1,551 final-year accounting students and qualitative data from 16 accounting lecturers. MANOVA, Tukey’s Honestly Significant Difference, and thematic analysis were used. University type, programme of study, and professional mentorship significantly influenced competency development, whereas internship did not show a significant multivariate effect. Technical university students reported higher technical competence, while academic university students reported stronger professional skills. Mentorship was particularly important for professional values, ethics, and attitudes. Lecturers further identified curriculum alignment, pedagogy, faculty quality, resources, industry links, seminars, workshops, and explicit ethics content as critical factors. The study contributes to business education evidence for balancing technical application, professional skills, mentorship, and ethics education.