P7 ASEAN Economic Community and the Chalange for Accountant Profession the role of accounting education institution (Active 2013)

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
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






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
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
          
           

              
            


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           

          



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



     
          

          
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


           
             

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



            

             



               


           

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         





              


               

          



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

             
         
             
              
               

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               


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
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 Albrech, Clark, Smtih, Stock, dan Woodfield (1994), and Nacher and
Abdullah (2011), the accounting graduates should have the following seven competencies:
1. Communication capability
2. Capability for developing information and distribution
3. Capability for decision making
4. Knowledge of accounting, auditing, ad taxes
5. Knowledge of business and environment
6. Professionalism skill 
7. 

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          







           

        
         


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


 





              


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


            
          


          




           

           
              

              
 




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

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          
        
        
   






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         

  
  


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           

            

                



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            

           
            
          

           
             




     
          

              



 
 
 



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
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

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09/11/2015

ASEAN ECONOMIC COMMUNITY AND THE
CHALANGE FOR ACCOUNTANT
PREFESSION: THE ROLE OF ACCOUNTING
EDUCATION INSTITUTION
Dr. Hasan Fauzi, CA., CSRS
Faculty of Economics and Business
Sebelas Maret University
International Visiting Scholar
School of Accountancy
College of Business
Universiti Utara Malaysia

Transformation Process in Accounting
Education Institution
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



























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

Demand-Driven
Market oriented
The important changes: Globalization and
Information Technology
In terms of level: ASEAN to Asia Pacific and
others areas
Market and business are also globalized
No borders and no barriers to entry to any
country
Investment, Goods, and services

The Sift of Accounting Paradigm
Supply-driven to Demand-driven
Supply-Driven, graduates are produced based on
what accounting education institution want to
produce
Demand-Driven, graduates based on market,
users
Link and Match are created, graduate are
expected to have market qualification
Graduates are processed using teaching and
research activities

The Role of Research Activity
Like R & D department in a company
Research can inspire new program and
development for the transformation process in
accounting education
Thus, the more research activities, the more
chance to have new innovation in accounting
education

Advancement of Information
Technology
Due to the IT advancement, Something
impossible to in the past are possible to do now
Cortex company Vs Microsoft (Hamel and
Prahalad, 1994)
Due to the IT advancement, accounting

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09/11/2015

Accounting Graduate and AEC2015
The changes in global market should
be responded Acc Ed institution by
making adjustment of competences
required
What kind of competences?
ready to compete
Or overseas graduates fill labor
market

Communication capability
This capability includes the one for written and
oral presentation.
In addition, this competence also requires that
the graduates have ability to read and evaluate
the written materials as well as understand the
group and interpersonal dynamics

Capability for decision making
This capability requires accounting graduates to
solve both structured and unstructured
problems in a new business situation.
This competence also demands the graduates to
derive conclusions of specific situations as well
as take a priorities based on the limited
resource.

THE REQUIRED QUALIFICATION OF
ACCOUNTING GRADUATES
Communication capability
Capability for developing information and
distribution
Capability for decision making
Knowledge of accounting, auditing, ad taxes
Knowledge of business and environment
Professionalism skill
Skill of development and leadership

Capability for developing information
and distribution
Understand the role of information technology
in solving business and accounting problems.
Understanding the system development cycle for
planning, designing, implementing, and
evaluating is also required for accounting
graduates.
Included in this competence is capability of
applying the selected basic programs to solve the
business problems.

Knowledge of accounting, auditing, ad
taxes
This knowledge is related to the accounting
discipline that is a body of knowledge the
accounting graduates should have it.
It includes understanding on objective and
elements of financial statements, on auditing,
taxes, and other specific accounting fields.

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09/11/2015

Knowledge of business and
environment
This competence includes understanding on
economic factor, social, and culture affecting
business in global situation.
In addition, graduates are required to have
knowledge on managing and mechanism of
business organization.
Finally, the accounting graduates are expected to
understand the type of financial institutions and
mechanism of capital and financial market.

Skill of development and leadership
This competence includes the one of graduates to have
effective cooperation in the varied groups.
they are expected to successfully organize and delegate
jobs to subordinates as well as motivate others.
the graduates are demanded to play important role in
resolving the existing conflict in their area.
In coping with the happening changes, the graduates
have to understand methods to create and manage the
changes.
Finally, in the capacity of leader, the graduates have to
be competent in using data, exercising judgments,
evaluating risk, and solving the problems they are facing.

Professionalism skill
high level of professionalism, characterized by
accounting graduates with capability of
identifying ethical aspect and applying it to their
task application.
Another characteristic is motivation of the
graduates to keep learning in an attempt to
improve their professionalism.
This competence also demands the graduates to
have the capability of effective working under
pressure situation.

ACCOUNTANT PROFESSION: DEFINED
AND THE ROLE OF ACCOUNTING
EDUCATION INSTITUTION
What produced in accounting education institution
are some sub-professions in accountant profession.
In terms of preparation of accountant association
for its members, is Indonesian accountant
profession ready to face AEC 2015?
The preparation of Indonesian accountant
profession to face AC 2015 is very much contributed
by Accounting Education Institution.

CLOSING NOTES
the accounting education institutions should keep
link and match between universities and industry
need and between accounting education and
extended accounting profession education.
The accounting education institution should have
the accounting graduates capable of facing the
dramatic changes in order for them to successfully
compete in the global competition including AEC
2015.

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