Exporting accounting education to East Africa - squaring the circle

Devlin, Patrick J.; Godfrey, Alan D.

doi:10.1080/096392898331072

Cited by 10 publications

(5 citation statements)

References 8 publications

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“…Other sources of shortcomings are that I lack I-Kiribati (the name of the language); and, like other first-world academics before me (e.g. Devlin and Godfrey, 1998), I still carry much cultural baggage.…”

Section: Dixonmentioning

confidence: 95%

“…The project's accounting education component stemmed from International Management Consultants (1992), which claimed that, as elsewhere (e.g. see Devlin and Godfrey, 1998;Ndzinge and Briston, 1999;Yapa, 2000), there was a shortage of local accounting skills, and that courses at the University of the South Pacific (USP) should be ignored because of the social theories that underpinned them. Although the subject of the paper is outside the normal domain of first-world academics, it seems relevant to those who work in the third world, or who might contemplate doing so; and to those whose courses have enrolled students from the third world.…”

Section: Introductionmentioning

confidence: 98%

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Experiences of an accounting educator in Kiribati

Dixon¹

2004

Accounting Education

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Discussed and reflected upon are experiences of participant-observation in accounting education in Kiribati intended to inform situations accounting educators face elsewhere. This is set in the context of the third world, the roles of accounting there and particular macro developments in Kiribati. Included are descriptions and explanations of the participant-observer's activities from 1997 to 1999 in this remote country of atolls scattered around the Pacific Ocean, followed by an elaboration of illuminating episodes that occurred while courses were staged for accounting specialists and accounting users. Main outcomes comprise reflections on the interrelated issues of how accounting and accountants are seen in Kiribati, the contrasting merits and demerits of domesticated and imported courses, and the transitory nature of programmes.accounting education, Pacific Islands, developing countries, distance learning,

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Section: Dixonmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 98%

Experiences of an accounting educator in Kiribati

Dixon¹

2004

Accounting Education

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“…Ollier (1998) supplied information on the African situation, and traced the development of accounting in Africa. She noted two distinct patterns, with British Commonwealth countries taking one route and countries with French links following another; Devlin and Godfrey (1998) who described difficulties encountered in exporting accounting education to Uganda, Tanzania and Kenya; Trotman (1999) who provided information on the regional accounting plan in Francophone Africa; and Lamdin (1999) who described accountancy education and training in Botswana. Chamisa (2000) provides a critique of the relevance of the International Accounting Standards for developing countries, for Zimbabwe in particular.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Professional accountancy education in selected ECSAFA countries: a comparative study

Stainbank

Ramatho²

2008

Meditari Accountancy Research

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Investigations into professional accountancy education gathered impetus with the publication of The impact of globalisation on accountancy education by Karreman in 2002. This publication provided a comparative analysis of professional accountancy education in 25 countries worldwide, using a model developed for the classification of accountancy education systems. The rationale behind such an exercise is to promote educational exchange and facilitate educational development. The Karreman study only covered two countries in Africa, namely South Africa and Kenya. This study expands the Karreman study by comparing and benchmarking the professional accountancy education programmes in six member countries of the Eastern, Central and Southern African Federation of Accountants (ECSAFA) using the Karreman methodology. This study reports the results of a questionnaire survey to which seven accountancy bodies located in six countries responded. The results of this study revealed mostly agreement with the Karreman model. All the countries could be categorised as developing countries with common law/Roman-Dutch legal systems and with a strong British influence. Thus similarities in regulation, education and practical experience are expected. The professional bodies tend towards professional selfregulation with low to medium membership regulation. All countries require practical experience before qualifying, and a theoretical approach to the final examination predominates. The study also shows that there is cooperation in the region.

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“…The concept of tailoring educational practices to a speci c country and culture was further supported by Devlin and Godfrey (1998) who, in analysing the accounting education issues surrounding the exporting of accounting to East Africa, concluded that Context . .…”

Section: Creating Network Of Focal Points For Lifelong Educationmentioning

confidence: 99%

Lessons from the UK Know How Funds Initiative

Morrison¹

2003

Industry and Higher Education

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The relationship that has existed historically between industry and higher education in Western economies is currently being mirrored in the transforming economies of the former Soviet Union. These emerging market economies have been encouraged by their association with a now obsolete British Council awards scheme to study historical and current relationships between businesses and education providers in established market economies. This paper analyses the professional and academic collaboration between a British and Russian university and their respective business networks. The case is set in the context of a UK government ‘Know How Funds’ project. The paper summarizes and analyses discursive sections of the periodic financial reports of the award holder, submitted throughout the project, to the British Council. The findings from the case study support the use of peer education and the resultant cascade of knowledge as mechanisms to drive through the transition to a market economy.

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Exporting accounting education to East Africa - squaring the circle

Cited by 10 publications

References 8 publications

Experiences of an accounting educator in Kiribati

Experiences of an accounting educator in Kiribati

Professional accountancy education in selected ECSAFA countries: a comparative study

Lessons from the UK Know How Funds Initiative

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