Balancing Academic and Professional Pedagogies: A Comparative Study of Two Accounting Departments in South Africa and the UK

Autor/inn/en	van der Merwe, Nico; McChlery, Stuart; Visser, Sarah Susanna
Titel	Balancing Academic and Professional Pedagogies: A Comparative Study of Two Accounting Departments in South Africa and the UK
Quelle	In: Teaching in Higher Education, 19 (2014) 3, S.276-288 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2013.860103
Schlagwörter	Accounting; Foreign Countries; Case Studies; Teaching Methods; Professional Education; Comparative Education; Student Evaluation; Departments; Evaluation Methods; Cross Cultural Studies; Higher Education; Focus Groups; Educational Change; College Credits; South Africa; United Kingdom + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Ausland; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsausbildung; Vergleichende Erziehungswissenschaft; Schulnote; Studentische Bewertung; Department; Abteilung; Cultural comparison; Kulturvergleich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Großbritannien
Abstract	The paper adds to extant professional education literature by reflecting on apparent differences in pedagogy of similar professional programmes of study, allowing deeper insight into the unique strand of higher education influenced by the professions. A comparative international case study approach is adopted of an interpretive qualitative nature regarding curricular, teaching and learning and assessment strategies of an accounting department in South Africa (SA) and one in the UK. Findings point to significant differences in curriculum and assessment but less so in teaching and learning approaches. One department endeavoured to find a balance between vocational and academic activities, whilst the other favoured the former being inconsistent with both its governmental and institutional governing bodies. Explanations offered include differing strengths of coercive, competitive, mimetic and normative influence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10