BANGLADESH UNIVERSITY OF PROFESSIONALS

Excellence Through Knowledge

Course Name: Principles and Practices of Taxation

Course Code: ACT 3204

Term paper on

Students’ Perception towards

Professional Education in Business

Submitted by:
Sibat Al – Nistas | Towfiquzzaman | Wasif Ur Rahman | Ashraful Islam
Faysal | Md. Ishraq Hossain | Al-Mamun Juwel
16211076 | 16211018 | 16211056 | 16211084 | 16211068 | 16211020
Sec: B
Department of Accounting & Information Systems

Submitted to:
Md. Moin Reza Nadim
Lecturer
Department of Accounting & Information Systems
Bangladesh University of Professionals

Date of Submission: October 28th, 2018

Declaration of Originality

We, Sibat Al Nistas, Ashraful Islam Faysal, Towfiquzzaman, Wasif ur Rahman, Md. Ishraq
Hossain and Al-Mamun Juwel hereby declare that this entire term paper is our own work.
This term paper is prepared by us only to meet our academic purpose, not for any other
reason. This work has not been submitted in any form for any other degree or diploma at
any other universities or other institutions. Information derived from published or
unpublished work of others has been in the text and a list of references is given.

Department of Accounting and Information System

Bangladesh University of Professionals

October 28th, 2018

Page | ii
Letter of Transmittal

October 28th, 2018

Md Moin Reza Nadim

Lecturer
Department of Accounting and Information Systems
Faculty of Business Studies
Bangladesh University of Professionals

Subject: Submission of term paper on “Students’ Perception towards Professional

Education in Business.”

Dear Sir,
We are very pleased to submit the assigned report. The report is titled as “Students’
Perception towards Professional Education in Business”. Working on this report was a
great opportunity for us to apply our theoretical expertise, sharpen our views and ideas. We
have gained a lot valuable knowledge by working on this term paper. We are very thankful
to you for giving us such an effective topic to prepare the report. We are eagerly waiting
for any kind of questions you may have concerning this report.

_________________
Yours most obedient
On Behalf of Group 4
Sibat Al Nistas
16211 076
Section B
Accounting and Information Systems
Bangladesh University of Professionals

Page | iii
Acknowledgement
First of all, we would take the opportunity to express our heartfelt gratitude to Allah for
making us accomplish the term paper within the designated time. This term paper titled
“Students’ Perception towards Professional Education in Business” is a part of our
academic course: Principles and Practices of Taxation (ACT 3204). Every student was
provided with a certain period of time to complete the report.

This is high time we express our cordial thanks to our course teacher Md. Moin Reza
Nadim, Lecturer, Department of Accounting & Information Systems, Bangladesh
University of Professionals for assigning such an interesting topic. Without co-operation
and the support from him, it would not be possible to prepare a resourceful report.

We also would like to acknowledge that, the data we collected for the purpose of this
research has been gathered via online survey. All literatures reviewed have been addressed
in the references and any factual error present in report is unwilling as we tried our best to
provide an unbiased report on the discussed issue.

Finally, we would like to acknowledge all of our acquaintances and well-wishers for
helping us throughout the journey to completing the term paper.

Page | iv
Executive Summary

This term paper has been written keeping in mind the growing value and demand of
professional degrees in the job sector. Its main purpose is to trace out the perception of
students towards professional degrees in business.

In the paper, we tried to outline the real-life scenario of a professional degree holder and
based on the scenario, we prepared our questionnaire, which contained several questions
to determine the perception of our population, “the students studying business in
universities in Dhaka” towards professional degrees in business. This allowed us to know
how students view professional degrees and how much are they aware of its many aspects.

The results have portrayed that students perceive professional degrees as a necessity in the
field of business nowadays. However, many of them do so without knowing the reality of
the responsibilities carried out by professionals. Still, most want to pursue it and are well
aware of the benefits one may have by obtaining a professional degree in business.

We therefore, recommended that, marketing of such degrees should be done so that,

potential candidates are aware of both the benefits and responsibilities.

Page | v
Table of Contents

1.0 Introduction .............................................................................................................. 1

1.1 Objective of the Study .......................................................................................... 2
1.2 Methodology ........................................................................................................ 2
1.2.1 Questionnaire ................................................................................................ 2
1.2.2 Population and sample .................................................................................. 2
1.2.3 Source of Data............................................................................................... 3
1.2.4 Data Collection ............................................................................................. 3
1.2.5 Data Processing............................................................................................. 4
1.3 Scope .................................................................................................................... 4
1.4 Limitation ............................................................................................................. 4
2.0 Literature Review..................................................................................................... 5
3.0 Findings & Analysis .............................................................................................. 11
4.0 Recommendations & Conclusion .......................................................................... 14
References ......................................................................................................................... vii
Appendix A – Charts ....................................................................................................... A I
Appendix B – Questionnaire ............................................................................................ B I

Page | vi
1.0 Introduction

Professional degrees are designed to prepare people for practice-oriented occupations. The
bulk of the coursework teaches students about everyday situations in their field and often
requires a significant amount of real-world experience.

This distinguishes them from academic degrees, which encourage students to focus on
theory and philosophy within their chosen field – though practical matters are certainly not
absent in such programs.

Generally speaking, professional degrees are found in fields where very specific
knowledge and skills are required to perform a certain job – abilities everyone in the
profession must master, even in entry-level positions. To use business as an example, a
professional accountant needs to know certain things. Without a certain amount of hands-
on, practical knowledge, he or she will be lost professionally. On the other hand, an
accounting teacher must be highly educated, but the need for specific knowledge is not
quite the same.

Professional degrees in business has had great demand in recent years. Many students
genuinely think of pursuing a professional degree over an academic degree nowadays.
Students think that to stand out among all the business graduates, a professional degree is
a good solution.

Perception in psychology can be defined as the analysis of sensory information within the
brain. Perception also includes how we respond to the information. As we go through our
day, we are surrounded by the rich stimuli of modern life and we rely heavily on our sight
to inform us of where we are placed within this world. Through perception we obtain a
description of our surroundings and what they mean.

With more than hundreds and thousands of business students graduating from both public
and private universities in Dhaka, standing out is a major goal to achieve. Universities are
providing the same educational courses and students are finding it hard to put value in their
careers. A strong CV requires several accomplishments and students seem to be fighting

Page | 1
for a very limited number of jobs. With all these arising problems and companies looking
for skilled individuals, professional degrees in business is a good option to choose.

1.1 Objective of the Study

The objective of the study is to:

• Determine students’ understandings and attitude about prospects of professional

education in business.

• Assess the expectation of the students from professional education in business.

• Formulate recommendation.

1.2 Methodology

To determine the perception of students towards professional education in business, the

following methods were used, for data collection, data processing and analysis.

1.2.1 Questionnaire

Initially a questionnaire comprising 30 questions were designed to determine how students

perceive different prospects of professional education in business. The questionnaire was

reviewed by associates and finally by the course teacher and a final questionnaire

comprising 20 questions were formed.

1.2.2 Population and sample

The target population for the study are the ‘students studying business in universities in

Dhaka’. A 49 sample was determined to be the sample size. A random sampling technique

was used to select samples.

Page | 2
1.2.3 Source of Data

Primary Source:

• Data collected via response to questionnaire.

Secondary Source:

• Information gathered for literature review and evidences which are properly

referenced.

1.2.4 Data Collection

The questionnaire was designed and distributed via google forms online to students

studying business in different universities. A link to the questionnaire was sent randomly

and students filled the questionnaire.

Page | 3
1.2.5 Data Processing

Data collected via questionnaire was processed and analyzed with spreadsheet software:

Google Sheets. Charts were created, which showcases the mean response of each question,

allowing us to determine the response of the population to our questions.

1.3 Scope

The study focuses on the following variables

• Prospects and perception about the benefits of professional education in business

• Prospects and perception about the duties/responsibilities of professional education

in business

1.4 Limitation

The study does not seek to explain:

• How the psychology of the student works

• How the perception established in such a way

Page | 4
2.0 Literature Review

Although the literature covers a wide variety of opinions and insights this review will
mainly focus on some of the famous studies which comes repeatedly throughout the
literature reviewed

Students’ perception has always been of high importance when it comes to a matter of
research be it qualitative or quantitative. It is the students who will soon be taking charge
of the all the responsibilities of a nation. Their perception is so much crucial also because
they can easily help the researchers to trace the contrast between the actual scenario and
the curricular scenario. Research is to see what everybody else has seen, and to think what
nobody else has thought, (Albert Szen)

A professional degree helps students prepare for careers in specific fields, such as ,
accounting, management, pharmacy, medicine, and education. The length of the programs
varies, and can span anywhere from one to five years. Certain professional degrees are
often required by law to be earned before one can work in a specific job, such as becoming
a doctor or lawyer. There is also a focus on real-world application, with many professional
programs requiring students to complete internships or projects in their field of study before
graduation. This allows students to gain extensive on-the-job training and boost their
resumé. (Tamar Shulsinger, 2017)

A professional degree in business is all about providing specialized knowledge in some

particular fields. The number of professional courses in business studies is increasing day
by day due to the rising demand of such insightful knowledge in the market. While an
academic degree is somewhat unrecognized from country to country, a professional degree
has high acceptance value. Having a professional degree is like having a widely recognized
knowledge.

Both academic and professional credentials are indicative of some form of achievement,
and both entitle the bearer to use certain initials after their name, but beyond that they are
quite different. The most apparent difference is that with professional designations, one
must pay dues to the professional association or regulatory body on an annual basis in order

Page | 5
to continue to have the right to use the designation of title, whereas with academic
credentials, once the credential is conferred one does not need to pay anything to the
academic institution to have continued use of the academic credential. Nonetheless, the
differences are more fundamental than that.

The essential difference between professional and academic credentials is that professional
credentials are ‘warrants of competence’ or ‘warrant of expertise’ whereas academic
credentials are not. With professional designations, the certifying body is warranting that
the certified worker (tradesperson or professional) has the essential knowledge and skills
of a specified domain necessary for safe and appropriate practice of the trade or profession.
With academic credentials, there is no such ‘warrant of competence,’ an academic
credential means that someone has successfully completed a particular course of study not
that one is competent to practice a trade or profession. Because professional designations
are ‘warrants of competence,’ it become important for certifying bodies to define
specifically what certificants must be competent to do. Professional designations are
always built upon a practice analysis which defines what certified individuals need to know
or be able to do. Academic credentials are rarely based upon formal and systematic practice
analyses. (Balthazard Claude, 2010)

Another important distinction between academic and professional education is that this on-
going warrant of competence or expertise, points to another key difference between
academic and professional credentials: recertification. Academic credentials are good
forever, even when the knowledge and skills are either long-forgotten or made entirely
obsolete by the passage of time. By contrast, academic credentials have no expiry date.
Many professional designations now require recertification in one form or another. The
idea is that certified individuals must maintain the level of competence required for
competent practice. With such professional designations, individuals who failto maintain
their knowledge and skills up to standards, or who fail to document their efforts at
maintaining their knowledge and skills, will lose their certification. In some professions,
members are subject to peer review or professional inspections. The idea here is that the
professional association or regulatory body goes beyond periodic recertification to ensure
that certified individuals maintain their knowledge and skills current.

Page | 6
Then there is the matter of recourse. Should a certified individual exhibit misconduct or
fail to live up to the standards of the profession, the professional association or regulatory
body provides for complaints and discipline processes. Academic institutions do not have
such mechanisms. Professional associations and regulatory bodies have a concern about
the ethics of their members that academic institutions do not. Academic institutions are
concerned about academic misconduct another forms of misbehavior but only in relation
to achieving the credential. Educational institutions do not set out rules of conduct that
graduates must abide by after graduation. The terms ‘warrant of competence’ or ‘warrant
of expertise’ are too narrow really. Professional associations and regulatory bodies are, in
fact, offering ‘warrants of appropriate professional behavior,’ which includes not only
competence but professional ethics and behavior as well.

A study conducted by Germanou et al. (2009) found that if a student has a positive
perception of the accounting profession, he or she is more likely to pursue a profession in
accounting. The finding shows Malaysian students with positive perceptions on the
accounting profession are more likely to pursue an accounting career. In the study,
perceptions are measured by three categories namely extrinsic, intrinsic prestige and social.
Extrinsic category is represented by salary, security of job and physical environment at
work place. Prestige is represented by opportunities for promotions, decision making and
recognition and status in the eyes of others. Intrinsic is represented by the experience of
learning new things, accomplishing something important and a concern for being free from
imposed constraints in the work environment. Whilst social relates to items that are
affective in nature. All four categories are significantly related with the Malaysian students
but only the intrinsic and social categories are found to relate significantly with the English
students. This finding suggests that physical retributions such as salary and benefits,
opportunities for promotions, job security and status are important motivators to the
Malaysian students.

Another study by Jackling, de Lange, Phillips and Sewell (2012) found that Australian
students to be intrinsically driven when pursuing a career in accountancy compared to a
group of international students which mainly consist of Asian students. Both findings seem
to suggest that extrinsic factors are highly relevant to Asian students in pursuit of a career

Page | 7
as accountants. Furthermore, Sugahara and Boland (2006) found accounting students value
good advancement opportunities, high social prestige and high salary significantly higher
than non-accounting students. Although other studies have shown that intrinsic as well as
extrinsic factors may motivate students to be a professional accountant, various studies
especially ones involving Asian students found that they are consistently intrinsically
motivated. Hence why this research is biased towards extrinsic motivation.

Abdullah and Zakaria (2006) conducted a study in two public universities in Malaysia and
found expected future salary an important attribute for students intending to join public
accounting firms. A study conducted by Ghani et al (2008) indicates that first year
accounting students perceive salary as a major factor to make an accountant happy.
However, this result is not supported in a study by Mustapha and Abu Hassan (2012) and
Law (2010) which do not find salary to be a significant factor in motivating a student to
pursue CPA career. Since the two earlier studies show support for salary and the two latter
studies do not, this study seeks to investigate if salary is a relevant variable for students to
be professional accountants.

Other than extrinsic and intrinsic factors, another factor that has been reported to influence
students’ intention to pursue professional qualification is its cost. A report by the CSAP
(2014) cites that one of the top reasons for graduates not to pursue professional
accountancy qualification is due to its costly expense. Myburgh (2005) findings
corroborates this. Both studies imply that cost of qualifying as a professional accountant is
a factor perceived negatively by respondents. Therefore, this study tests the same amongst
MARA accounting students.

Other elements that have been investigated are ‘parental influence’ (Law, 2010) and parent
and teachers’ influence (Myburgh 2005) on motivating factors for students to be
professional accountants. Law (2010) found that ‘parental influence’ significantly
contribute to predicting the career choice of accounting students in Hong Kong. While
Myburgh (2005) study on first year accounting students at University of Pretoria, South
Africa shows that advice given by significant family members and influence of school
teachers were ranked amongst the top three sources of influence in the respondents’ career
decision making. Therefore, this study seeks to also examine the significance of family and

Page | 8
educators influence in predicting accounting students’ intention to pursue professional
accounting profession.

Jackling et al (2012) conducted a study on Australian and international students mainly

from China, Malaysia and Hong Kong and found that for both groups, prestige is a
significant factor for students to continue into accounting profession. This finding is
consistent with Mustapha and Abu Hassan (2012) and Germanou and Hasall (2009).
Abdullah and Zakaria (2006) found evidence that opportunity for advancement as the most
important attribute for accounting students to join a public accounting firm especially
among the male students. This finding is reinforced by Mustapha and Abu Hassan (2012)
who also found that opportunities for advancement to be positively correlated to students’
career choice as professional accountant.

Many studies support the significance of job security and stability to be a factor in students
pursuing career as an accountant. A study by Mustapha and Abu Hassan (2012) among
final year accounting students at a public university in Malaysia found job security and
stability to be positively and significantly related to the respondents choosing to be
professional accountant. Abdullah and Zakaria (2006) also support job security as an
important attribute for accounting students to join public accounting firms. In another study
by van Zyl and de Villiers (2011), it is found that accounting major students rank
availability of employment as one of the motivating factors to become chartered
accountants. Similarly, Myburgh (2005) reports

One of the initiatives made by the government of Malaysia to help increase the number of
professional accountants is to provide a pool of potential candidates by offering diploma
and degree in accounting through colleges and universities. However, most of the
accounting graduates eventually opt to not pursue their professional qualifications;
choosing to remain in jobs that do not require professional qualifications. It was reported
that out of approximately41,000 accountancy graduates from institutions of higher learning
recognized by MIA2 since1978 under Part 1 of the First Schedule, only 27% of them
became members of MIA (Committee to Strengthen the Accountancy Profession (CSAP),
2014). This percentage is low considering the fact that for these group of graduates to join
as a member, they are only required three years of relevant working experience in the

Page | 9
accounting field. This also suggests that accounting graduates may have deviated into non-
accounting fields. Additionally, only 8% of total professional accountants are Bumiputra
(The Star Business News, 2015; Nasiruddin, 2015). This significant under representation
of Bumiputras in the accounting profession has sparked concerns amongst various
stakeholders and as such, raising the need to determine the rationale behind the shortage.

Business is one of the most popular college majors. There are also a number of schools
devoted entirely to business. You can earn your business degree online or from a campus-
based program. Some schools offer either option--in most cases, the only difference is the
learning format--courses and the resulting degree are the same. When choosing a business
degree program, it is important to consider accreditation. An accredited program has been
reviewed and deemed "quality education." Accreditation is also extremely important if you
hope to transfer credits, earn an advanced degree, or increase your chances of employment
after graduation. Some of the other things you may want to think about include the location
of the program, class sizes, professor qualifications, internship opportunities, career
placement statistics, program reputation, program ranking, and networking opportunities.
Finally, don't forget to ponder tuition costs. Some business degree programs are very
expensive. Although financial aid is often available, it takes time to find and could even be
sparse for graduate level study. You may have to borrow money to finance your business
education--and pay it back after you graduate. If your student loan payments are
overwhelming, it can create financial difficulties in the future. (Karen,2017)

There number of professional degrees available in almost all the sectors be it accounting,
finance, marketing, management etc. Students seem to have a confusion as to which one
would be appropriate for them. With so many specializations within business degree
programs, it can be a bit daunting when trying to decide which best fits your interests or
career aspirations. (Will Erstad, 2018)

There have not been many a good number of quality researches conducted on this very
topic where students’ perception was the primary source of data. In fact, professional
education in business studies is still a vague area according to many researches. This shows
that we actually have a huge scope of research and come up with a lot of new interesting
findings which may prove to be very useful.

Page | 10
3.0 Findings & Analysis
Our target population was the undergraduate students studying business at universities in
Dhaka. Among our surveyed students most (34.7%) are not studying on a specialized
subject and are to select a major in their final year. With 29 students out of 49 participants
(59.18%) are being on their final semesters (on 6,7 & 8th semester) they are expected to
actively look for a job within the next 1 to 1.5 years. Male had a participation of 63.3%
(31) while the rest where female.

Demographics Majority
Subject/Major/Department General
Semester 6&8
Gender Male
3.1 Majority of Demographics of Participants

When asked, most are aware of the top professional degrees/titles in business such as CA
(85.7%), ACCA (75.5%), CIMA (67.3%) & CFA (67.3%), although only 42.9% are aware
of CMA, a degree offered by ICMAB and equivalent to CIMA. Participants are less aware
of professional degrees that are not focused on accounting and finance.

A4 Professional Degrees Participants are aware of

Empirical evidences literature reviews suggest that, the following is the current prospects
of Professional Education:

Page | 11
 Prospects Findings
Focus of Professional Education Skills
Employment Opportunity (Home and Abroad) High
Sufficiency of Academic Education (in the field of accounting Data unavailable
and finance)
Promotional Potential High
High Entry Salary Yes
Freedom and Liberty Data unavailable
Social Status High
Legal Requirement Yes
Success of Business Data unavailable
Facilitating Usage/Development of Policies and Technologies Data unavailable
3.2 Prospects of Professional Education in Business

Data for some prospects are unavailable, and are subject to further research focusing on
those particulars. More research should be done on the professional degree holders and
practitioners to determine the actuality of such potentials.

Regardless, our participants believe (53.1%) that professional education in business

focuses on developing skills and almost everyone (98%) perceives professional education
in business to enable employment opportunities both home and abroad. The following table
further depicts the perception of students on the above matters.

Prospects Perception Chart

Focus of Professional Education Skills (53.1%), Knowledge (A5)
(36.7%)
Employment Opportunity (Home and Abroad) High (98%) (A6)
Sufficiency of Academic Education (in the Insufficient (53.2%) (A7)
field of accounting and finance)
Promotional Potential High (87.8%) (A8)
High Entry Salary Yes (87.5%) (A9)
Freedom and Liberty Agree (63.3%) (A10)

Page | 12
 Social Status Symbolic (79.6%) (A12)
Legal Requirement Yes (55.1%) (A13)
Success of Business No (71.4%) (A14)
Facilitating Usage/Development of Policies Yes (85.7%) (A16)
and Technologies
3.3 Perception of Professional Education in Business

Participants of the survey believes that professional education in business creates

employment opportunities, enables high entry salary with the potential of fast career
progress through promotion. Professional education in business is perceived as a symbol
of social status with added benefit of freedom and liberty at workplace. In turn they also
believe that academic education in the field of accounting and finance is no longer
sufficient to be competitive in the job market. These potentials may be the reason, why
most of the participants want to pursue professional education in addition to the academic
degree they are already pursuing. Whether, their feeling of insufficiency of academic
education in the field of accounting and finance affects their performance at or credibility
of such education is out of the scope of this study. 83.7% (A17) of the participants want to
pursue professional education in business in addition to their academic education, even
though less percentage of participants (79.6%) (A11) think time and money spent in
professional education is worth it. The reason why a percentage (4.1%) of participants want
to pursue professional degree despite thinking it’s not worth it out of the scope of this study.

In spite of being aware of the benefits of having a professional degree, a big percentage
(44.9%) (A13) of people are not aware that professional education is, in fact, sometimes a
requirement of doing business. In addition to that, most participants (75.5%) (A15) think
fees and others charges for services provided by professional degree holders is
monopolistic and exploitative. It is to be noted that most participants want to obtain such
degrees. The participants believe (85.7%) (A16) that professional education facilitates the
usage/development of policies and technologies in business.

When asked, if they browse job sites to learn about educational requirements for
employment, 69.4% (A18) replied yes, of whom 61.8% (A19) observes the trend of
educational requirements to prefer professional education.

Page | 13
Our participants answered that, they want to pursue professional education for higher
salary, social status, better career and job, to be more qualified and skillful, to have a global
career, to get competitive advantage over other graduates and feel that it is a necessity now.

4.0 Recommendations & Conclusion

Professional education in business is perceived to be a necessity now. Students are well
aware of the benefits that can be gained by having a professional degree. Despite knowing
so, they are not equally aware of the responsibilities of being a professional. Thus, their
perception maybe misguided to some extent. In order to change that, marketing of
professional education should focus on the reality of the responsibilities that are to be
handed with such education. Marketing should be done to ensure proper candidates are
reached, and those who pursue are aware of the consequences. This will help reduce
turnover of students. It’ll also help students make a proper decision about their career path
and not blindly get into pursuing based only on rewards itself.

Furthermore, academic education specially in the field of accounting and finance should
be reformed, so that it does not lose its viability. The students already enrolled in such, and
does not plan to pursue professional education should be given proper opportunity to utilize
their knowledge, skills and attitude, and such education should not be rendered obsolete
and unemployable.

Page | 14
References

• Claude Balthazard, (2010), “The Differences between Academic and Professional

Credentials”, Human Resources professionals Association (HRPA), Canada
• Dalilah Abdul Aziz, Mohd Adha Ibrahim, Morni Hayati Jaafar Sidik, Mazilena
Tajuddin, (2016) “ACCOUNTING STUDENTS’ PERCEPTION AND THEIR
INTENTION TO BECOME PROFESSIONALLY QUALIFIED
ACCOUNTANTS”, SHS Web of Conferences 36, Malaysia.
• Krešimir Pavlina, Mihaela Banek Zorica , Ana Pongrac, (2011) “Student perception
of teaching quality in higher education”, Procedia Social and Behavioral Sciences
15, Croatia.
• Professional Degree vs. Bachelor Degree: Is it Worth It? Available at:
https://www.studentloanplanner.com/professional-degree-vs-bachelor-degree/
(Accessed at 12th October, 2018)
• PROFESSIONAL DEGREES VS. ACADEMIC DEGREES: WHAT’S THE
DIFFERENCE? Available at:
https://www.northeastern.edu/graduate/blog/professional-degrees-vs-academic-
graduate-degrees/ (Accessed at 12th October, 2018)
• Should I Earn a Business Degree? Available at:
https://www.thoughtco.com/should-i-earn-a-business-degree-466398 (Accessed at
12th October, 2018)
• Students' Perception of the Accounting Profession. Available at:
https://www.researchgate.net/publication/302410711_Students'_Perception_of_th
e_Accounting_Profession/ (Accessed at 12th October, 2018)

Page | vii
Appendix A – Charts

A1. Subject/Department-Wise Participation Rate

A2. Participant’s Semester

Page | A I
A3. Male-Female Participation Rate

A4. Professional Degrees Participants are aware of

A5. Professional Education focuses more on developing

Page | A II
A6. Professional Education enables employment opportunities both home and abroad.

A7. Academic education/degree is sufficient to get a suitable job in accounting/finance

profession.

Page | A III
A8. Potential for promotion is much better if one has a professional degree.

A9. Professional education enables a high entry salary.

Page | A IV
A10. Professional education enables one to have more freedom and liberty in
workplace.

A11. The time and money that one has to spend to get a professional degree is worth
rewarding.

Page | A V
A12. Professional education is a symbol of social status.

A13. Professional education, is sometimes a legal requirement for doing business.

Page | A VI
A14. Business success greatly depends on professional education.

A15. Fees and other charges for services provided by professional degree holders are
costly, monopolistic and exploitative in nature.

Page | A VII
A16. Professional education facilitates the usage/development of systems, policies &
technologies in organization.

A17. Do you want to pursue Professional Education in addition to academic education?

Page | A VIII
A18. Do you browse job sites to know about educational requirements for
employment?

A19. What is the trend of educational requirements?

Page | A IX
Appendix B – Questionnaire

Page | B I