Exploring the motivations and expectations of BSc Accounting and Finance students

This study explores the evolving patterns of student motivation and expectations as drivers for engagement within the BSc Accounting and Finance programme at Birmingham Business School. It aims to addresses a gap in UK-based literature on accounting students' motivations and expectations. The study draws on a multidimensional conceptual framework to explore the nature of student engagement and why students engage in the way they do. A mixed methods approach was employed combining survey data and focus group discussions across each year group. Findings reveal that students predominantly exhibit goal-oriented motivations. The majority cited career prospects as their primary driver for attending university. Only a small minority chose the degree based on subject interest, with this interest being lowest among final-year students. The study also identifies misconceptions about the subject and the broad scope of the degree when students first join the programme. First-year students’ expectations show significant misalignment with academic reality, particularly in relation to assessment preparation and attendance requirements. While behavioural engagement often varies based on practical considerations, cognitive engagement appears relatively weak across the cohorts. Emotional factors such as sense of community and lecturer approachability emerges as significant influences on participation. The study also identifies a typical shift from learningoriented to outcome-focused engagement, with an increasing emphasis on degree classification over subject mastery as students progress through the programme. The findings offer valuable insights for enhancing teaching practices, curriculum design, and student support services. Curriculum adjustments could better align academic content with professional practice and skills-based outcomes. Understanding diverse motivational profiles could help develop more targeted support interventions, such as enhanced career guidance for goal-oriented students and more challenging academic opportunities for learning-focused students. Finally, the study highlights the need for more explicit communication about the course’s nature and demands, particularly at the recruitment and induction stages, to better manage student expectations.