Developing Industry 4.0 accountants: implications for higher education institutions in Namibia

Abstract

Purpose This study aims to examine the accounting skills required in Industry 4.0 to assist higher education institutions in developing Industry 4.0 accountants in Namibia. Design/methodology/approach This study adopted a qualitative approach for data collection and analysis. The participants (accountants and finance consultants) were selected using a purposive sampling technique. A self-administered questionnaire (open-ended) was administered to 120 participants. Useful information was retrieved from 99 participants in the participating accounting firms in Namibia. The data was analyzed using non-numerical content analysis via Atlas.ti, version 9.0. Findings Findings revealed the need to teach soft, technical and digital skills by higher education institutions in Namibia to enhance accounting graduates’ employability in Industry 4.0. The practical implication for higher education in Namibia is to do more in curriculum retooling. Originality/value There is a shortage of literature on the competency framework for Industry 4.0 accountants, particularly in Namibia. The outcomes of this study contribute to the extant literature and assist higher education institutions with helpful information for accounting programs review and enhance graduates’ employability in Namibia.