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Artificial intelligence has infiltrated various industries and workplaces. The application has been examined from two primary perspectives concerning threats and opportunities for enhanced job performance. Research indicates that AI can serve as both a disruptor in the job market by replacing human roles and as a facilitator for improved productivity and work performance. This study aimed to analyse final year students' perspectives on AI, considering it either as a threat to job market entry or as an opportunity for enhanced work performance. The study utilised a quantitative research approach, employing a Likert-type questionnaire for data collection and analysing descriptive statistics to meet its objectives. Data were collected from 200 final-year students selected from five faculties at a University of Technology. The data analysis revealed that students exhibited diverse perspectives on AI. They perceive it as a threat to job market entry and work performance; however, they also acknowledge potential benefits for enhanced work performance that can be derived from AI. The results were inconclusive regarding the significance of each perspective. Further research is necessary to determine the significance of threats to job market entry and the opportunities for improved work performance related to AI.

Academic advising is essential in equipping students for their careers, particularly in specialized fields such as Management Accounting, where alignment with industry expectations is critical. This study investigates the effectiveness of academic advising in enhancing the career readiness of Management Accounting students at the Durban University of Technology (DUT) in South Africa. Employing a quantitative research approach, data was collected from 33 students through structured surveys, focusing on key components of advising, including skill development, job market insights, mentorship, and employability support. The findings reveal that academic advising plays a significant role in fostering students’ understanding of essential professional skills, career planning, and industry trends. Students expressed high satisfaction regarding advising related to course selection and resume preparation, achieving a mean score of 4.03 (SD = 0.810) for the impact of advising on skill development. However, lower mean scores in areas such as internship opportunities (3.61, SD = 1.223) and interview preparation (3.67, SD = 1.051) indicate existing gaps in connecting theoretical knowledge with practical work experience. Furthermore, the study identifies demographic variations in advising effectiveness, with Generation Z students showing a preference for digital career resources, while female students expressed the necessity for gender-sensitive career support. Although the study highlights the overall positive impact of academic advising, it emphasizes the need for enhancements to better align with industry expectations. Recommendations include incorporating experiential learning, strengthening mentorship programs, expanding digital advising resources, and fostering partnerships between industry and academia. These improvements will ensure that students not only excel in their academic pursuits but also transition smoothly into professional roles. The study contributes to the broader dialogue on higher education and employability by providing insights into the evolving role of academic advising in preparing graduates for the workforce.