Rosy Aprieza Puspita Zandra

Student Entrepreneurship in Accounting: Enhancing Vocational Internships to Achieve SDGs 4 and 8

Introduction

Student entrepreneurship in accounting: enhancing vocational internships to achieve sdgs 4 and 8. Explore student entrepreneurship in accounting vocational internships to achieve SDGs 4 & 8. Enhance competencies, address training gaps, and bridge academia-industry demands with a new assessment model.

Abstract

Student entrepreneurship serves as a catalyst for innovation and sustainable development, aligning with Sustainable Development Goals (SDGs) 4 (Quality Education) and 8 (Decent Work and Economic Growth). This paper explores the integration of entrepreneurial internships within the accounting education framework, highlighting their potential to address gaps in vocational training and enhance students' technical and non-technical competencies. By leveraging a qualitative case study approach, the study identifies critical gaps in curriculum alignment, industry expectations, and evaluation mechanisms, proposing a competency-based assessment model tailored for vocational education. This model is designed to bridge academic and industry demands while supporting SDG objectives through improved educational and employment outcomes.

Review

This paper addresses a highly pertinent and timely topic at the intersection of accounting education, student entrepreneurship, and sustainable development. By focusing on enhancing vocational internships to achieve SDGs 4 (Quality Education) and 8 (Decent Work and Economic Growth), the authors highlight a critical area for curriculum innovation. The premise that student entrepreneurship acts as a catalyst for innovation and sustainable development within the accounting framework is well-founded, setting the stage for an investigation into how current vocational training can be improved to foster both technical and non-technical competencies essential for the modern professional landscape. Methodologically, the study employs a qualitative case study approach to identify critical gaps within existing educational practices, specifically concerning curriculum alignment, industry expectations, and evaluation mechanisms in vocational training. This analytical foundation allows the paper to pinpoint specific areas where current accounting education falls short in preparing students for entrepreneurial roles and contributing to SDG objectives. A significant contribution is the proposal of a tailored competency-based assessment model designed to bridge the often-cited disconnect between academic offerings and industry demands. This model, if effectively detailed and substantiated in the full paper, promises to significantly enhance educational and employment outcomes, directly supporting the stated SDG targets. While the abstract lays out a compelling argument and a clear direction, a full exposition of the research would benefit from further detail on the specifics of the qualitative case study, including the nature and scope of the cases examined and the data collection methods employed. Furthermore, while the competency-based assessment model is a promising solution, the paper would be strengthened by providing concrete examples of its application, outlining its practical implementation challenges, and discussing its scalability across diverse educational institutions. Nonetheless, this paper presents a valuable framework for rethinking accounting vocational internships, offering a clear path toward developing more entrepreneurial and SDG-aligned graduates.

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