The academic success and failure of black chartered accounting graduates in South Africa: A distance education perspective

Sadler, E.; Erasmus, B.J.

doi:10.1108/10222529200500003

Cited by 37 publications

(23 citation statements)

References 10 publications

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“…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%

“…Issues that may affect student failure include the alleged poor quality of matriculation results, low general level of preparedness of students enrolling for ODL, and 'dumbing down' of students by outcomes-based education (OBE). There are multitude of myths, rumours, perceptions, claims and counter-claims in this regard (Du Plessis, Prinsloo & Müller 2005;Sadler & Erasmus 2005). The debate on student retention also includes expressions of concern that an attempt will be made to address poor student retention by a lowering of academic standards in HEIs.…”

Section: Introductionmentioning

confidence: 96%

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Validating the profile of a successful first year accounting student

Muller

Prinsloo

Plessis

2007

Meditari Accountancy Research

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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.

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Section: Literature Reviewmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 96%

Validating the profile of a successful first year accounting student

Muller

Prinsloo

Plessis

2007

Meditari Accountancy Research

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“…Information shared by participants confirmed their humble backgrounds, financial difficulties and that they were first-generation graduates with limited initial awareness of the accounting profession, and that they had no role models amongst professional accountants. These are all identified in the literature as barriers experienced by blacks to become CAs (Rawana, 1996;Sadler & Erasmus, 2005;Vandiar, 2010;Wiese, 2006). All participants showed early potential because they did well at school, but these were at poorly resourced schools where career guidance was limited.…”

Section: Resultsmentioning

confidence: 99%

“…The literature has identified barriers experienced by blacks to becoming CAs: these include financial constraints, a lack of family understanding of higher education's challenges (Vandiar, 2010;Weil & Wegner, 1997), poor secondary education, insufficient information and career advice at school (Sadler & Erasmus, 2005;Wiese, 2006), and a lack of mentorship and black role models (Rawana, 1996). This prompted the opening question to participants which requested them to share information on their backgrounds.…”

Section: Resultsmentioning

confidence: 99%

Helping Disadvantaged Students: Findings from the Thuthuka Programme

Barac

2015

Accounting Education

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Abstract:Drawing on social closure theory, this study achieved a deep understanding of the perceptions and experiences of the first cohort of candidates passing through the Thuthuka support programme. Using semi-structured interviews as part of a qualitative approach, currently prevalent modes of professional closure were considered by taking the backgrounds of these students into account, together with their perceptions of the accounting profession. Their views on whether the Thuthuka programme as an intervention had been successful in removing post-apartheid professional closure were determined by taking into account the Thuthuka students' readiness to sit for professional examinations and to enter the workplace. The findings of the study suggest features that could be considered in support programmes intended for socio-economically disadvantaged students to facilitate their entry into a restrictive and restricted market.

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“…In South Africa, university inputs for accountancy students include the SAICA special support programme (Thuthuka) that assists African students overcome a wide variety of cultural and institutional barriers (Sadler, 2005). However, the question remains to what degree post-university performance continues to be influenced by the same variables that influenced entry-level performance.…”

Section: University and Post-university Performance In Accountancymentioning

confidence: 99%

The comparative performance of chartered accountancy students in South Africa: The impact of historical legacies

Sartorius

2013

Development Southern Africa

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African students continue to underperform in South Africa's schools and universities. This paper investigates the comparative performance of African chartered accountancy students from school to post-university level. The paper employed a mixed-method approach to analyse a series of crosssectional datasets. The results showed that African students have underperformed at school, university and at post-university level, although the performance gap appears to be narrowing in the first professional chartered accountancy examination. The differential performance of these students was explained by poorer marks in mathematics and English that can be traced back to historical legacies in the education sector. South African universities, moreover, perpetuate this disadvantage because they have retained Eurocentric teaching approaches. In order to remove these barriers, tuition at school and university must be complemented by crosscultural teaching practices and bridging programmes.

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The academic success and failure of black chartered accounting graduates in South Africa: A distance education perspective

Cited by 37 publications

References 10 publications

Validating the profile of a successful first year accounting student

Validating the profile of a successful first year accounting student

Helping Disadvantaged Students: Findings from the Thuthuka Programme

The comparative performance of chartered accountancy students in South Africa: The impact of historical legacies

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