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Impact of Mock Recruitment Exercises on Career Preparedness among Accounting Education Students in Nigerian Polytechnics

Abstract

Career preparedness is an important component of Accounting Education because students require more than academic knowledge to transition successfully from school into employment. Accounting Education students are expected to possess relevant knowledge of recruitment procedures, job-search strategies, professional communication, interview techniques, self-presentation, and workplace expectations. However, many students may have limited opportunities to participate in realistic recruitment processes before graduation, which may affect their confidence and ability to compete effectively for employment opportunities. Mock Recruitment Exercises provide students with simulated recruitment experiences through activities such as job-vacancy analysis, CV presentation, application preparation, interviews, group discussions, aptitude tests, and professional interaction. These activities may provide practical opportunities for students to develop the competencies required during actual recruitment processes. Against this background, this study investigates the impact of Mock Recruitment Exercises on career preparedness among Accounting Education students in Nigerian polytechnics. The study will be anchored on Social Cognitive Theory, Experiential Learning Theory, and Career Construction Theory. Social Cognitive Theory explains how students develop career-related behaviours through observation, modelling, practice, feedback, and self-efficacy. Experiential Learning Theory emphasizes learning through practical experience, reflection, and application. Career Construction Theory explains how individuals develop career adaptability and professional identity through meaningful career experiences. Collectively, these theories provide a suitable framework for explaining how Mock Recruitment Exercises may influence students' career preparedness. The study will adopt a quantitative quasi-experimental research design. The population will comprise Accounting Education students in selected Nigerian polytechnics. A multistage sampling technique will be used to select institutions, departments, levels of study, classes, and eligible students. Data will be collected using structured questionnaires, career-preparedness assessment scales, mock-interview assessment rubrics, CV assessment tasks, job-application exercises, recruitment-simulation checklists, and pre-test and post-test assessments. Mock Recruitment Exercises will be assessed based on students' participation in job-vacancy analysis, CV preparation and presentation, cover-letter writing, application-form completion, interview simulations, professional communication activities, group discussions, aptitude-test simulations, workplace-scenario exercises, recruiter interaction, and recruitment feedback. Career preparedness will be measured using indicators such as awareness of employment opportunities, understanding of recruitment procedures, ability to analyse job descriptions, CV preparation, application skills, interview performance, professional communication, self-presentation, confidence, knowledge of employer expectations, digital recruitment competence, career decision-making, and readiness to transition from education to employment. Descriptive statistics will be used to summarize the data, while inferential techniques such as mean, standard deviation, paired t-test, independent t-test, analysis of covariance (ANCOVA), correlation, and regression analysis will be employed to determine the impact of Mock Recruitment Exercises on career preparedness. The study is expected to find that Mock Recruitment Exercises have a significant positive impact on career preparedness among Accounting Education students in Nigerian polytechnics. Students exposed to realistic recruitment simulations are expected to demonstrate improved understanding of recruitment procedures, greater confidence during interviews, better application-document preparation, stronger professional communication, and improved ability to respond to employer expectations. CV and application activities may improve students' ability to present their qualifications and competencies effectively, while interview simulations may reduce anxiety and improve students' ability to respond appropriately to recruitment questions. Group discussions, aptitude-test simulations, workplace scenarios, and professional-interaction activities may further strengthen students' communication, teamwork, problem-solving, and decision-making abilities. However, inadequate recruitment facilities, limited employer participation, poor access to digital technologies, insufficient career-guidance services, large class sizes, limited practical training time, and weak industry partnerships may constrain the effectiveness of mock recruitment activities. The study is expected to contribute to the literature on mock recruitment exercises, career preparedness, graduate employability, career readiness, workplace readiness, recruitment preparation, employability skills, accounting education, professional communication, interview skills, job-search skills, CV preparation, application skills, career adaptability, and experiential learning. The findings will provide useful information to the National Board for Technical Education, polytechnic administrators, Accounting Education departments, accounting educators, career-services units, professional accounting bodies, employers, and policymakers on strategies for improving students' transition from education to employment. The study will also provide evidence-based recommendations for integrating structured Mock Recruitment Exercises into Accounting Education programmes, strengthening employer and industry partnerships, providing regular mock interviews and recruitment simulations, improving career-guidance services, incorporating digital recruitment activities, and exposing students to contemporary recruitment practices in Nigerian polytechnics.

Keywords: Mock Recruitment Exercises, career preparedness, graduate employability, career readiness, recruitment preparation, employability skills, accounting education, interview skills, job-search skills, Nigerian polytechnics, Nigeria.