An argument for integrating language or language-related skills in the accounting curriculum

Koch, Elize; Kriel, Mariana

doi:10.4314/sajhe.v19i3.25515

Cited by 10 publications

(11 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the South African context, recent research includes a study by Koch and Kriel (2005) on the need to integrate language and language-related skills into the Accounting curriculum, the role of teaching versus learning styles in a comparative study by Visser and Vreken (2006); and research by Sadler and Erasmus (2005) An interesting element that emerges from these literature reviews is what institutions do with these research findings. So, for example, the Napier University of Scotland has identified a number of factors as risk indicators (Simpson 2003:17-19).…”

Section: Literature Reviewmentioning

confidence: 95%

Validating the profile of a successful first year accounting student

Muller

Prinsloo

Plessis

2007

Meditari Accountancy Research

View full text Add to dashboard Cite

The sustainability of higher education institutions is affected various things, particularly by student satisfaction and the financial stability of the institution. An analysis of student attrition and retention plays a vital role in assessing the sustainability of a higher education institution.Using suitable analysis techniques to do success profiling of prospective and current students is crucial for students and institutions alike. Success/risk estimation is essential for any higher education institution (HEI), because determining such factors can assist higher education institutions in fulfilling their obligation to provide support, guidance and interventions for their prospective and existing students. Strategic decisions in this regard, by both students and institutions, should be based on valid and reliable profiles. The validation of established profiles increases the accuracy of existing profiles and increases the efficiency of institutional strategic planning.This article reports on the validation of a success profile for first year Accounting students established by the authors of this article in an earlier study in an open and distance learning (ODL) environment at the University of South Africa.

show abstract

Section: Literature Reviewmentioning

confidence: 95%

Validating the profile of a successful first year accounting student

Muller

Prinsloo

Plessis

2007

Meditari Accountancy Research

View full text Add to dashboard Cite

show abstract

“…Based on the work of Koch and Kriel (2005), this study builds a bridge between accounting education and SLA research as suggested by Carstens (2013) by using aspects of the interactionist approach to SLA (Evensen, 2007) as a framework to explain the results. As a result of this, a theoretically rigorous linguistic foundation is provided for pedagogical interventions that incorporate language skills into the accounting curriculum and learning materials.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…This study introduces into the literature a description of the language and learning experiences of students studying accounting in EAL, and how these experiences impact their academic success. To broaden the scope of Koch and Kriel's (2005) work this research also investigates why certain students achieve academically, and not only on why some students do not succeed. On the other hand, the focus of this paper specifically narrows down the range of students from different language backgrounds interviewed by Koch and Kriel (2005) to include only the experiences of students studying in EAL.…”

Section: Introductionmentioning

confidence: 99%

Student experiences studying accounting in English as an additional language

Smith

Carstens

Stainbank

2020

MEDAR

View full text Add to dashboard Cite

Purpose This paper aims to explore the individual and social learning experiences of first-year accounting students studying in English as an additional language. The challenges of these students relating to listening, reading, speaking and writing in English, and the impact of these on their academic outcomes, are examined. Design/methodology/approach A qualitative case study design was used. Face-to-face semi-structured interviews were conducted with 14 students, both academically successful and unsuccessful, who had completed the first year. A thematic analysis of the data was conducted and a hybrid approach of deductive and inductive coding was used to interpret the data. This entailed the application of a language skills-based framework of teaching and learning to the first-order process of coding. An iterative and reflective process allowed themes to emerge from the data. These themes, in turn, triggered second-order codes that resonated with aspects of the interactionist approach to second language acquisition (SLA). Findings The themes that emerged indicated that students’ ability to interact with their study material, and their exposure to positive verbal interaction opportunities in both formal and informal contexts, may have contributed to their academic success. Practical implications It is recommended that an interactionist perspective be considered when designing curriculum resources and accounting language learning activities for first-year accounting students. Originality/value It is anticipated that the results will contribute towards building a bridge between accounting education and SLA research and provide a more informed linguistic foundation for incorporating language skills into the accounting curriculum.

show abstract

“…From a South African academic perspective it has been suggested that there should be a move away from 'service courses' for accounting to a form that integrates subject and language specialists in a team teaching environment (Koch & Kriel 2005). They identify that the problem may be an undeveloped discipline-based cognitive and conceptual framework and suggest that the problem may not be reading or English, but conceptualization concluding that these skills should be developed through mainstream teaching.…”

Section: What Are the Specific Needs Of The Students Attending A Ruramentioning

confidence: 99%

Including Pervasive Skills in an Accounting Curriculum at a Rural South African University

Livingstone

Lubbe

2017

Alternation

View full text Add to dashboard Cite

Accounting programs at South African universities strive to attain and maintain accreditation with the South African Institute of Chartered Accountants (SAICA), an important component of which is incorporating pervasive skills into the curriculum. This paper details how a methodology was identified and adopted in order to incorporate these requirements across the four years of a yet to be accredited professional undergraduate accounting degree. The process commenced by mapping program objectives to individual modules thus facilitating a mapping and scaffolding process of the program. Focus group interviews with discipline leaders resulted in a coherent and coordinated approach to curriculum review which included consideration of the specific needs of students attending a rurally based South African University. The concept of a capstone course was integrated into the final year of the program in order to compliment and complete concepts encountered earlier. Future studies subsequent to the adoption of this methodology may develop or evaluate its efficacy.

show abstract

An argument for integrating language or language-related skills in the accounting curriculum

Cited by 10 publications

References 0 publications

Validating the profile of a successful first year accounting student

Validating the profile of a successful first year accounting student

Student experiences studying accounting in English as an additional language

Including Pervasive Skills in an Accounting Curriculum at a Rural South African University

Contact Info

Product

Resources

About