As indicated in the opening paragraphs of Chapter One, this research was initiated with the intent to critically examine SMIPA: The Skilled Migration Program for Accounting, to determine a response to the overarching RQ1: Can SMIPA be regarded as a work-readiness program upon which to model future graduate training programs? The research project further intended to provide a constructive review, underpinned by an institutionalised cultural capital framework, to establish - in response to RQ5 - to what extent can this research determine SMIPA’s success in work readiness preparation?”
The latter data collection was intended to determine whether this particular WIL model meets its original intent, and what types of modifications, if any, are required to have it stand as a blue print for future work readiness initiatives. Chapter Two responded to the contextual question posed in RQ2: “What has led to the implementation of a PYP such as SMIPA, as a means of addressing the skills shortage in the accounting profession?” This second chapter encapsulated the paradigm shifts seen within the educational sector over the last 50 years, particularly in regard to a detailed analysis of the key skilled labour policy developments. As the chapter demonstrated this was a period that saw international education transform from aid, to trade, to its current form of internationalised education, along with a significant paradigm shift from supply- driven to demand-driven skilled migration initiatives.
Chapter Three provided a review of the causes that brought about the Commonwealth’s gazetting of the relevant professional accrediting bodies in information technology, accounting and engineering to build the three PYPs. The third chapter then examined the three discrete models that make up the PYP
models and reviewed the learning outcomes contained within the PYP curriculum. This latter examination was undertaken to better inform the questionnaire instrument developed to gather SMIPA graduates’ perceptions of which parts of the curriculum they deemed prepared them for their 12-week internship and better integration within the Australian workforce.
Chapter Four contributed a review of several strands of pertinent literature that would underpin the research into the efficacy of SMIPA as a work integrated learning model. The first strand involved an examination of literature surrounding language proficiency; the second examined the literature relating to the varying definitions of generic graduate skill attributes, often referred to as soft skills. The third segment of the literature examined reviewed the disconnect between employer and graduate perceptions of the types of skill sets required to operate effectively within the Australian workplace in the 21st century. Whilst the fourth body of literature reviewed related to common definitions of work-integrated learning models as well as best practice case studies of contemporary WIL models.
Chapter Five offered an examination of a selection of methodologies that could be employed to underpin this research. The chapter examined in turn the three types of Capital Theory: Human, Social and Cultural to establish the most suitable theoretical framework within which to anchor this research project. Following a robust examination of each of the frameworks, the final strand of institutionalised cultural capital was deemed the most suitable. This theoretical framework was deemed the most appropriate given the SMIPA cohorts’ additional investment within the educational cultural and social capital demonstrated through enrolment within the SMIPA program. As a result, an ability to measure the implied value obtained from investing time, money and effort into SMIPA in order to expand their human capital development was deemed possible, along with the potential to expand upon Bevelander’s (1999) premise that in order for migrants to adjust to a new labour market and social mores, their chance of success is heavily reliant “on investments that modify and expand their skills base for employment within the host market”.
The ability for SMIPA graduates to expand their understanding of the localised social Australian capital to include a solid understanding of both the Australian workplace culture, as well as the cultural mores of their Australian work colleagues during their SMIPA internship suggests the course potentially provides the opportunity to increase their institutionalized social capital.
Chapter Six identified the three-phased research design developed to obtain the requisite data to inform the review of SMIPA. The first involved the collation of SMIPA graduate feedback, by means of a questionnaire survey, to determine the extent to which they perceived the SMIPA program developed their generic skills sufficiently to operate in the Australian workplace. The second phase of the design involved the development of semi-structured face-to-face interview questions for SMIPA providers to evaluate the stated outcomes of SMIPA, the quality of their programs and that of their competitors. The third research mechanism involved the development of open-ended questions to structure responses to a 30-minute interview with a professional association representative who was involved in the development of the SMIPA.
These three phases of research were intended to inform the findings of this investigation into the efficacy of SMIPA in terms of better preparing Australian- educated, international graduates for transition into the workplace. In addition to determining whether modifications to the program could provide a model for a national work integrated model across both the domestic and international student population.
To provide data to address the posed research questions 3 and 4, Chapter Seven provided an examination of the responses from 337 SMIPA graduates, along with semi-structured interviews with six of the fourteen licensed SMIPA providers, and the informed input from a professional association representative involved in the development of the SMIPA program. Following the compilation of the responses from these three specific cohorts there is now sufficient data available to underpin a suitable response to research questions 1 and 5 – to what degree have these programs been successful?
Thus, the intention of Chapter Eight is to summarise the findings from the research undertaken to draw conclusions on the success of the program, and then offer recommendations for improvements to the program that could inform a suitable model for delivery across future work integrated learning initiatives. This final chapter also identifies further research opportunities in regard to obtaining additional data to continue the critical assessment of the PYP government gazetted skilled migration program.