The usefulness of the feedback received on assessments undertaken by accounting students during their degree programme is an area about which little has been written. Given the increasing significance of transparency in the academic process, as evidenced through the development of explicit programme and module learning outcomes, it seems anomalous that research into the student perception of the benefit they receive from assessment feedback to help them achieve those outcomes is virtually non-existent.
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This is a comparative study of the career drivers of accounting students in Singapore, Australia and the Hong Kong Special Administrative Region (HKSAR). The study examines the motivational factors that steer accounting students into choosing accounting as a programme of study in their respective countries. Comparative analyses are performed to examine the importance of each career driver, taking into consideration gender and country/institutional variables. The results indicate significant differences between male and female students with respect to the importance of the following career drivers: search for meaning, security, material rewards and creativity. Significant differences are also found among countries/institutions and the importance of career drivers such as expertise, status, security, affiliation and creativity. The study concludes with a discussion of the implications of the findings for both the profession and academic educators as well as suggestions for future research.
[Copyright of Journal of Education and Work is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13639080801957014]

The accounting and education literatures contain many expressions of concern regarding the perception that plagiarism is on the rise and, particularly, the challenges for English as an Additional Language (EAL) students in mastering the academic referencing requirements underpinning Western-based university programs. This paper outlines an assignment specifically developed to assist EAL students in a second- year financial accounting course delivered in Hong Kong, to develop an understanding of plagiarism issues within the context of their study discipline. The analysis of results indicates that the assignment was effective in enhancing students' understanding of referencing and plagiarism, and confirms the need to actively repeat plagiarism education throughout a study program. The assignment was also seen to have enhanced the quality of students' written work, arguably due to the nature of the assignment as closely replicating the learning methodologies familiar to the Hong Kong student cohort.
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