An Examination of the Effect of Demographic Variables and Personality Traits on Students' Valuations of Job Characteristics

INTRODUCTION The AICPA predicts record demand for accounting graduates (Schiavone 2013). The Bureau of Labor Statistics (Bureau of Labor Statistics 2016a) predicts an 11% annual growth rate in accounting jobs over the period 2014 to 2024, faster than the average for all types of positions. The unemployment rate for those with a BA in general was only 2.5 % in December 2015 (Bureau of Labor Statistics 2016b). Jobs are and should continue to be available to accounting graduates. Thus graduates need not take the first job they can find, but can try to match job characteristics to personal needs and desires. How can students determine what type of position would best suit them? Some students will have had an internship before graduation, but many will not (Fesler & Caldwell 2000). Additionally, an internship provides limited information on the range of positions possible for graduates. If the internship is in public accounting, students will not be well versed in the characteristics of a position in industry. If the internship is in a small firm, characteristics will differ from those in a large firm. If in a stable industry characteristics may well differ from those in a growth industry. Even within a firm, job requirements can vary from reporting numbers and performing analyses to dealing with ad hoc problems. What should students use to differentiate among jobs? Those without an internship experience may only have experience in a retail or restaurant job. According to some research (Billiot, et al. 2004; Laufer & Crosser, 2004), one reason students do not choose accounting is a lack of knowledge about the nature of the work. Laufer & Crosser (2004) found that accounting students in general lack knowledge of how to make basic career decisions. Most had limited or inaccurate knowledge about different accounting careers available to them. Laufer & Crosser (2004) charge faculty with not only teaching basic accounting skills, but also with the responsibility of helping inform accounting students of their career options. Other studies also indicate a lack of knowledge about careers on the part of accounting students (Violette & Chene 2012; Simons, et al. 2003; Kaye, 2014). The AECC Issues Statement No. 5 (AECC 1993b) suggests that faculty should information about the of to students as part of guidance and advising. Thus, faculty responsibility for advising includes not just advising for class schedules, but also advising for career planning. With limited experience and knowledge it may be difficult for students to determine how to choose a career path. Faculty can play a role in helping students recognize what factors they might consider and what best fits their personal goals and preferences. Faculty is likely to have useful knowledge in this area due to their work in teaching and their maintenance of professional credentials. Faculty, in maintaining professional qualifications such as a CPA, a CMA or a CIA, are required to invest in continuing professional education (AICPA 2001; IMA 2013; IIA 2015). This can involve courses offered by the professional organizations, sessions in professional meetings and academic conferences, or university training and courses. Faculty is also called upon to develop their knowledge of their profession for academic accreditation of their respective schools (e.g., AACSB 2013; SACSCOC 2006, 2012) through attending similar meetings/conferences and/or publishing in their field. Faculty may also participate in an accounting or business advisory board that helps their school remain professionally informed, and consequently meet and talk with those currently employed in the accounting profession. The Accounting Education Change Commission (AECC) of the American Accounting Association recommends that faculty members develop a high level of knowledge about both practice issues and the nonacademic accountant's workplace, interact with practicing accountants and communicate knowledge about the conditions of practice to students. …