Strategies to Support Accounting Matriculants' Journey Toward Successful Tertiary Education and Professional Careers

Abstract

Transitioning from secondary to tertiary education presents significant challenges for accounting matriculants, often resulting in academic underperformance and attrition. The study investigated strategies to support accounting matriculants' journey toward successful tertiary education and professional careers. Employing a qualitative research approach grounded in Constructivist Learning Theory and the Self-Determination Theory (SDT). The study utilised purposive sampling to select 62 first-year accounting students and 10 lecturers from one university. Data were collected through semi-structured interviews and focus groups, with thematic analysis identifying key themes. Findings revealed that intrinsic motivation drives deeper learning, while early exposure programs enhance confidence in career choices. Findings further indicated the need for faculties such as accounting to emphasise the importance of integrating real-world examples into curricula to improve engagement and relevance. The study recommends the necessity of multifaceted support systems, including mentorship programs, bridging courses, and curriculum redesigns that may align with industry demands. Recommendations include fostering intrinsic motivation through diverse pedagogical methods, implementing outreach initiatives targeting high school students, and revising curricula to incorporate practical applications. By addressing these areas, institutions could enhance academic success rates and strengthen the accounting pipeline.