| Accounting professors | |||||
|---|---|---|---|---|---|
| How do you evaluate the education efficiency of the instructors? | Very bad | Bad | Good | Very good | Excellent |
| How do you evaluate the professional efficiency of the instructors? | Very bad | Bad | Good | Very good | Excellent |
| Does the university apply specific rules to recruit the instructors? | No | Not enough | Yes | ||
| Does the university provide any professional skills topics? | No | Not enough | Yes | ||
| How much do you agree that the integration of technical and ethical skills will improve professional accounting education? | Adverse | Don't agree | Agree | Highly agree | |
| How do you evaluate the result of the internship? | Very bad | Bad | Good | Very good | Excellent |
| How much the significant number of accounting student disrupts the internship process | Never disrupt | Low disrupt | Disrupt | Highly disrupt | Terrible disrupt |
| How do you evaluate the control of the internship by the university? | Very bad | Bad | Good | Very good | Excellent |
| How do you evaluate the collaboration of the participated firms in the internship with the university? | Very bad | Bad | Good | Very good | Excellent |
| How do you evaluate the motivation of the student in the internship? | Very bad | Bad | Good | Very good | Excellent |
| Do you think the simulation labs can control the training process more than the internship? | No | Possible | Yes | ||
| Can the university provide high qualified simulation labs, equipment and experienced tutors? | No | Possible | Yes | ||
| Can the simulation labs provide an environment like the real work environment? | No | Possible | Yes | ||
| Accounting professors | |||||
|---|---|---|---|---|---|
| How do you evaluate the education efficiency of the instructors? | Very bad | Bad | Good | Very good | Excellent |
| How do you evaluate the professional efficiency of the instructors? | Very bad | Bad | Good | Very good | Excellent |
| Does the university apply specific rules to recruit the instructors? | No | Not enough | Yes | ||
| Does the university provide any professional skills topics? | No | Not enough | Yes | ||
| How much do you agree that the integration of technical and ethical skills will improve professional accounting education? | Adverse | Don't agree | Agree | Highly agree | |
| How do you evaluate the result of the internship? | Very bad | Bad | Good | Very good | Excellent |
| How much the significant number of accounting student disrupts the internship process | Never disrupt | Low disrupt | Disrupt | Highly disrupt | Terrible disrupt |
| How do you evaluate the control of the internship by the university? | Very bad | Bad | Good | Very good | Excellent |
| How do you evaluate the collaboration of the participated firms in the internship with the university? | Very bad | Bad | Good | Very good | Excellent |
| How do you evaluate the motivation of the student in the internship? | Very bad | Bad | Good | Very good | Excellent |
| Do you think the simulation labs can control the training process more than the internship? | No | Possible | Yes | ||
| Can the university provide high qualified simulation labs, equipment and experienced tutors? | No | Possible | Yes | ||
| Can the simulation labs provide an environment like the real work environment? | No | Possible | Yes | ||
| Business manager | |||||
|---|---|---|---|---|---|
| How do you think fresh accounting graduates are qualified for the market requirements? | Very bad | Bad | Good | Very good | Excellent |
| How much do you agree that the integration of technical and ethical skills will improve professional accounting education? | Adverse | Don't agree | Agree | Highly agree | |
| How do you evaluate the desire of the firm to provide training to the accounting trainee? | Very bad | Bad | Good | Very good | Excellent |
| How do you evaluate the motivation of the student in the internship? | Very bad | Bad | Good | Very good | Excellent |
| Is your firm afraid of the accounting trainees' errors? | No | Little | Yes | ||
| Business manager | |||||
|---|---|---|---|---|---|
| How do you think fresh accounting graduates are qualified for the market requirements? | Very bad | Bad | Good | Very good | Excellent |
| How much do you agree that the integration of technical and ethical skills will improve professional accounting education? | Adverse | Don't agree | Agree | Highly agree | |
| How do you evaluate the desire of the firm to provide training to the accounting trainee? | Very bad | Bad | Good | Very good | Excellent |
| How do you evaluate the motivation of the student in the internship? | Very bad | Bad | Good | Very good | Excellent |
| Is your firm afraid of the accounting trainees' errors? | No | Little | Yes | ||
| Graduated student | |||||
|---|---|---|---|---|---|
| How do you find the accounting education program eligible for the market? | Very bad | Bad | Good | Very good | Excellent |
| Does the syllabus neglect the practical side? | No | Yes | |||
| Does the university provide any professional skills topics? | No | Not enough | Yes | ||
| How much do you agree that the integration of technical and ethical skills will improve professional accounting education? | Adverse | Don't agree | Agree | Highly agree | |
| Did you enroll the internship? | No | Yes | |||
| How do you evaluate the internship results | Very bad | Bad | Good | Very good | Excellent |
| Graduated student | |||||
|---|---|---|---|---|---|
| How do you find the accounting education program eligible for the market? | Very bad | Bad | Good | Very good | Excellent |
| Does the syllabus neglect the practical side? | No | Yes | |||
| Does the university provide any professional skills topics? | No | Not enough | Yes | ||
| How much do you agree that the integration of technical and ethical skills will improve professional accounting education? | Adverse | Don't agree | Agree | Highly agree | |
| Did you enroll the internship? | No | Yes | |||
| How do you evaluate the internship results | Very bad | Bad | Good | Very good | Excellent |
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