Using Peer Review to Develop Professional Competencies: An Ubuntu Perspective

Autor/inn/en	Barac, Karin; Kirstein, Marina; Kunz, Rolien
Titel	Using Peer Review to Develop Professional Competencies: An Ubuntu Perspective
Quelle	In: Accounting Education, 30 (2021) 6, S.551-577 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2021.1942089
Schlagwörter	Accounting; Correlation; African Culture; Financial Audits; Peer Relationship; Student Attitudes; Professional Education; Intervention; Peer Evaluation; Academic Achievement; Teaching Methods; Feedback (Response); World Views; Undergraduate Students; Indigenous Knowledge; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Korrelation; Africa; Culture; Afrika; Kultur; Peer-Beziehungen; Schülerverhalten; Berufsausbildung; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; World view; Weltanschauung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There is a paucity of literature investigating peer review as an aspect of accounting and auditing education. This study investigates students' perceptions of peer review as a method to develop professional competencies. It reports on a peer review intervention, the so-called TUTBuddy, introduced in an undergraduate auditing course. A mixed method approach was followed that showed that students perceived the intervention as having positively influenced the development of their competence in nine areas. A positive relationship was found between the students' perceived development of these competencies and their own academic performance. The study also draws attention to students' interpersonal perspectives, and suggests Ubuntu dimensions that can be emphasised to promote interconnectedness between an individual student and their peers. The study contributes to the peer review literature by showing its application in the auditing discipline, and by suggesting that an interpersonal frame of reference be considered to strengthen peer review as a social process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01