Educating Accounting Professionals: investigating the relevance of an overloaded curriculum

This seminar will focus on the investigation of, complex accounting and business transactions, and calls for employability of students that require curriculum design considerations that will address relevance for the South African economy today.

These challenges raise the question: is the current curriculum still relevant for a professional accounting qualification, given the challenges (such as calls for a decolonised curriculum and providing epistemological access) in higher education in South Africa? In this study the current curriculum outlines, entrance requirements and outcomes of a professionally (SAICA) accredited B Com degree at five institutions in South Africa are investigated and compared, with the aim to identify commonalities, differences and gaps in the curriculum outlines. Bernstein’s (2000) concepts of classification and framing are used as a theoretical framework, with a focus on four analytical categories:

1.         selection (what is taught?),
2.         pacing (how much?),
3.         sequence (what order?) and
4.         evaluation (what counts?).

The analysis highlights the density of the curriculum, the strong control by the profession on the selection of content (what is taught) and the prescriptive structure of the curriculum regarding the sequence of courses, pre-requisites and outcomes.
Date: Thursday, 17 August 2017
Time : 13:00 – 14:00

Venue : Green Meeting Room, CILT, Level 7, P D Hahn Building, Upper Campus

Thursday, August 17, 2017 - 13:00

Green Meeting Room, CILT, Level 7, P D Hahn Building, Upper Campus

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