Relationships Between National Economic Culture

Question: Discuss about the Relationships Between National Economic Culture. Answer: Introduction: According to Cieslewicz (2014), the accounting profession across the world has come under scrutiny in the last decade due to the corporate failure of the modernized technology as well as the globalization of the economy of the world. These have decreased the expense of information as well as raised the competitive level of the firms. Moreover, this has resulted into a requirement for much decisive and quicker action by the management. Therefore, nowadays, the employers seek a diverse range of attributes and skills among the new accounting graduates for maintaining the competitive advantages. Moreover, capitalization of the traditional strengths like concern for public interest and independence, expectations of placed performance on the accounting graduates are more demanding and complex that requires development of broader skills. The accounting graduates generally lay the foundations for lifetime obligation for learning as well as for professional development. Opined to Jeacle and M iller (2016), there is a cultural difference between the pre-graduate and employed accounting employees and this can be better understood from the behavior of the students. It has been found that the pre-graduate students are ill equipped for starting the professional practices. Thus, in other words Ya'nan (2013) stated that more comprehensive skill are required to gather by the pre-graduates for making the culture among the accounting profession for healthier. While considering the view of Finch et al. (2013), it can be said that with the growth of financial consultants, the requirement of experienced and employed accountant students is constantly increasing and they need to work in diverse work culture. Thus, it is quite important for the students to get acquainted to diverse work culture. On the other hand, Jeacle and Miller (2016) pointed out that pre-graduate students are mostly unaware of the various types of workplace culture that are prevailing in the industries. Being a student, they cannot get the exposure to the vitalities of working in diverse cultures. The maximum knowledge that the accounting students get is from the internship programs that they carry out in their final year. Finally, such students struggle in setting up their place in an organization when they are employed. Taylor, Charlton and Ranyard (2012) opined that most of the fresh graduates fail to grasp the prevailing culture within an organization and ultimately th ey find resignation as the only option, and this is a vital loss for an organization. On the other hand, Chapman and Errecaborde (2016) opined that employed accounting students while working in an organization for a couple of months, find it extremely risky to switch in other organization just because of the fear that they would not be able to survive in the new culture. Thus, from the discussion, it is clear that culture plays a very important role in building up the career of accounting students. Educational institutions must guide the pre-graduate accounting students regarding how they need to work in diverse work culture and for that enhancement of skill is extremely necessary. Similarities and Differences between the Pre-graduates and Employed Students Pre-graduate students are commonly referred to those who are still pursuing their specialized courses and employed students are those who are having job as well as undergoing a specialized course. Fernandez and Del Valle (2013) pointed out that cultural sensitivity among the both pre-graduate and employed students are extremely similar as both the types are not so much aware of diverse workforce. Employed students mostly work as part-timer and they does not switch organizations quite often. Therefore they do not get exposed to varied types of cultures, which is quite similar to pre-graduate students. Osmani et al. (2015) opined that pre-graduate accounting students and employed accounting students have a similar approach to react in specific culture, as they are not experienced enough regarding how they are supposed to act in varying scenarios. While considering the view of Finch et al. (2016), it can be said that employed students are somehow more experienced then pre-graduate students and they know the practical implication of accounting knowledge. On the other hand, Poon and Brownlow (2016) pointed out that the impact of workplace culture is partially known to the employed students and they already get the taste of cultural differences, which the pre-graduate students are completely unaware. Thus, from the above discussion, it is clear that in every aspect, employed students are more experienced and knowledgeable in dealing with culture and its impact, which is not known to pre-graduate students. On the other hand, in the accounting profession, theoretical as well as practical knowledge, experiences, skill are essential factors for maintaining a healthy culture within this profession. As rightly stated by Borker (2012) that the accounting professional authorities of Australia have recognized there is a critical importance for the development of the generic attributes and skills for the accounting graduates. Moreover, the attributes of the graduate are developed at the time of accounting programs. Therefore, it can be said that the pre-graduate students of accounting should get prepared as initially in their future they are considered as lifelong learners as they do not have any experience. Thus, it can be said that the culture of the pre-graduates is to put focus on the constant developing skills and attributes over a lifelong of professional, cultural and social experience. In addition to these, the focus of the pre-graduate students should be on the expansion of the particu lar skills, however, the ability for development, renewal of skills, knowledge and change should be in focus throughout the life. On the contrary, the employed accounting students culture should be to gather and upgrade their knowledge as well as skills with the passage of time. In addition to these skills, the employed accounting students should also put focus on strong work ethic, flexibility, values and appreciation of cross-cultural diversity. Finally, it can be said that the culture of the employed students of accounting is composed of total eight factors. These include cultural sensitivity, personal and communication, leadership and interpersonal, promotional, routine accounting, ethics, design/ analytic and appreciative (Cieslewicz 2014). However, from detailed analysis, it can be said that six of these factors i.e. cultural sensitivity, personal and communication, promotional, interpersonal and leadership, appreciative and analytic are also considered as the culture of the p re-graduates (Borker 2012). In other words, it can be said that these mentioned six factors are counted as the similarity between the pre-graduates and the employed accounting students. References Borker, D.R., 2012. Accounting, culture, and emerging economies: IFRS in the BRIC countries.Journal of Business Economics Research (Online),10(5), p.313. Chapman, D.W. and Errecaborde, K.M., 2016. 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