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Article
Publication date: 1 October 2006

M.J. Nieuwoudt, J.S. Wilcocks and O.V. Kilpert

Research, teaching and service are usually regarded as an academic’s main responsibilities. One of the most hotly debated issues in the international arena is what academics…

169

Abstract

Research, teaching and service are usually regarded as an academic’s main responsibilities. One of the most hotly debated issues in the international arena is what academics should devote their time to, since time is a limited commodity for academics and tradeoffs are necessary. The aim of this study was to establish the perceptions of South African accounting academics with regard to how they spend their academic time. Managers can use this information in efficiency planning and individuals can use this information to compare their effort allocations to those of their colleagues. A descriptive study was conducted in which a questionnaire was used to test, inter alia, the perception of how South African accounting academics at every SAICA‐accredited university use their academic time. Nine activities were tested that relate to management, teaching, research and service. It was found that South African accounting academics spent 10% of their time on management tasks, 78% on teaching, 5% on research and 7% on service. Half (50%, median) of the respondents spent 5% of their time on management tasks, 65% on tuition and 5% on enhancing their own knowledge. It appears as if excessive time is spent on teaching, whilst inadequate time is allocated to research activities. Time spent on service activities appears to be reasonable. An Accounting academic’s qualification appears to be the best indicator against which to measure time allocation. A clear pattern emerged in a comparison between qualification and time allocation in seven of the nine activities tested. The higher the respondent’s qualification, the more time is spent on management tasks, research for both non‐accredited and accredited journals, acting as external examiner and community work. The inverse is true for subject‐related administration and tuition.

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Meditari Accountancy Research, vol. 14 no. 2
Type: Research Article
ISSN: 1022-2529

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Article
Publication date: 21 August 2017

Grietjie Verhoef and Grant Samkin

The purpose of this paper is to examine how the actions of the accounting profession, the state, universities, and academics have inhibited the development of South African…

2002

Abstract

Purpose

The purpose of this paper is to examine how the actions of the accounting profession, the state, universities, and academics have inhibited the development of South African accounting research.

Design/methodology/approach

A multiple history approach using traditional archival material and oral history is used.

Findings

Since the late nineteenth-century, a network of human and non-human actors has ensured that accounting education in South Africa retained a technical focus. By prescribing and detailing the accounting syllabuses required for university accreditation, the South African Institute of Chartered Accountants (SAICA) and its predecessors exercise direct control over accounting education. As a result, little appetite exists for a discipline based on academic enquiry or engagement with international scholars. While the SAICA claims to support accounting research, this support is conditional on its meeting the professional body’s particular view of scholarship.

Research limitations/implications

The limitations associated with this research are that it focusses on one particular professional body in one jurisdiction. The South African situation provides a cautionary tale of how universities, particularly those in developing countries, should take care not to abdicate their responsibilities for the setting of syllabi or course content to professional bodies. Accounting academics, particularly those in a developing country currently experiencing major social, political, and economic problems, are in a prime position to engage in research that will benefit society as a whole.

Originality/value

Although actor network theory has been used in accounting research and in particular to explain accounting knowledge creation, the use of this particular theoretical lens to examine the construction of professional knowledge is limited. This study draws on Callon’s (1986) four moments to explain how various human actors including the accounting profession, the state, universities, and accounting academics, along with non-human actors such as accreditation, regulation, and transformation, have brought about South African academic disengagement with the discipline.

Details

Accounting, Auditing & Accountability Journal, vol. 30 no. 6
Type: Research Article
ISSN: 0951-3574

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Article
Publication date: 14 July 2014

Martin E. Persson and Christopher J. Napier

The purpose of this paper is to examine the challenges faced by an Australian accounting academic, R. J. Chambers, in the 1950s, in breaking into the accounting research…

299

Abstract

Purpose

The purpose of this paper is to examine the challenges faced by an Australian accounting academic, R. J. Chambers, in the 1950s, in breaking into the accounting research community, at that time, almost entirely located in the USA and the UK. For academics outside the networks of accounting research publication in these countries, there were significant, but not insurmountable obstacles to conducting and publishing accounting research. We examine how these obstacles could be overcome, using the notion of “trials of strength” to trace the efforts of Chambers in wrestling with intellectual issues arising from post-war inflation, acquiring accounting literature from abroad and publishing his endeavours.

Design/methodology/approach

The article uses actor-network theory to provide an analytical structure for a “counter-narrative” history firmly grounded in the archives.

Findings

Documents from the R. J. Chambers Archive at the University of Sydney form the empirical basis for a narrative that portrays accounting research as a diverse process driven as much by circumstances – such as geographical location, access to accounting literature and personal connections – as the merits of the intellectual arguments.

Research limitations/implications

Although the historical details are specific to the case being studied, the article provides insights into the challenges faced by researchers on the outside of international research networks in achieving recognition and in participating in academic debates.

Practical implications

The findings of this article can provide guidance and inspiration to accounting researchers attempting to participate in wider academic communities.

Originality/value

The article uses documents from perhaps the most extensive archive relating to an individual accounting academic. It examines the process of academic research in accounting in terms of the material context in which such research takes place, whereas most discussions have focussed on the underlying ideas and concepts, abstracted from the context in which they emerge.

Details

Meditari Accountancy Research, vol. 22 no. 1
Type: Research Article
ISSN: 2049-372X

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Article
Publication date: 14 July 2014

Grant Samkin and Annika Schneider

The purpose of this paper is to examine the profiles of Australian, New Zealand and South African accounting faculty members. Additionally, the study investigates whether there…

873

Abstract

Purpose

The purpose of this paper is to examine the profiles of Australian, New Zealand and South African accounting faculty members. Additionally, the study investigates whether there are any differences in research productivity of the accounting faculty between countries as measured by peer-reviewed academic journal output.

Design/methodology/approach

This archival study uses details obtained from webpages of Departments of Accounting in the three countries to construct a profile of accounting academics.

Findings

Significant differences in the profiles of accounting academics were found that can be attributed to the institutional factors that exist in each country. Staffs at the junior lecturer and lecturer levels are more likely to be female, while senior lecturers and professors in all three countries were more likely to be male. While Australia and New Zealand had a similar percentage of staff holding PhD or equivalent academic qualifications, only a small proportion of the South African faculty held PhD or equivalent qualifications. A greater proportion of the South African faculty was professionally qualified compared to their Australian and New Zealand counterparts. New Zealand accounting faculty was more productive than their Australian colleagues, with South African academics being the least productive. Academics holding a doctoral qualification or equivalent were more productive than those that did not.

Research limitations/implications

The research limitations relate to the use of websites as the primary data source. Incompleteness of information, inconsistencies in the type of information presented and a lack of comparability of information across institutions and countries may have led to some errors and omissions. However, given the relatively large sample size of 2,049 academics, this was not deemed to materially affect the final analysis.

Originality/value

The paper provides an important contribution to the literature on accounting academics. It is the first of its kind to present a comprehensive “snapshot” of the profiles of accounting academics at the universities in Australia, New Zealand and South Africa.

Details

Meditari Accountancy Research, vol. 22 no. 1
Type: Research Article
ISSN: 2049-372X

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Article
Publication date: 14 July 2014

Ilse Lubbe

The purpose of this study is to describe the multiplicity of the role of the Accounting academic as a knowledge agent: in terms of the discovery of new knowledge and its…

3621

Abstract

Purpose

The purpose of this study is to describe the multiplicity of the role of the Accounting academic as a knowledge agent: in terms of the discovery of new knowledge and its recontextualisation into pedagogy, as well as effective teaching and learning in the field of Accounting.

Design/methodology/approach

Through a literature review and the collection of qualitative data (using purposive sampling), this study describes the Accounting academic’s role as a knowledge agent, as viewed by Accounting academics and professional accountants, with the aim of providing insight into the tensions that exist in the education of professionals.

Findings

The data collected in this study indicate that Accounting academics find themselves torn between their different roles: those of researcher and teacher. Accounting academics do not feel valued in their role as teachers, as at the university, more emphasis is placed and promotion is based on research, yet the Accounting profession places more value on their teaching and scholarship role.

Practical implications

There is an urgent need in professional Accounting education (trapped within a multiple principal paradigm) for some fundamental re-thinking of the focal point of research, and the knowledge agency of academe, particularly within a developing economy, such as South Africa.

Originality/value

The value of this paper is in its identification and description of the tensions experienced in the education of professional accountants. The university and profession are urged to value, acknowledge and reward the multiple roles of Accounting academics.

Details

Meditari Accountancy Research, vol. 22 no. 1
Type: Research Article
ISSN: 2049-372X

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Article
Publication date: 7 September 2020

Ilse Lubbe

The purpose of this paper is to provide a contextual analysis of the professional accounting education system of South Africa (SA).

856

Abstract

Purpose

The purpose of this paper is to provide a contextual analysis of the professional accounting education system of South Africa (SA).

Design/methodology/approach

The paper uses the Global Model of Accounting Education (Watty et al., 2012) to describe the accounting education system of SA, which is then compared with similar case studies of Australia, Japan and Sri Lanka. Information about the SA accounting education system is contextualised from multiple sources, using data triangulation.

Findings

Several similarities between the SA accounting education system and that of Australia are found, such as the role and involvement of the professional bodies in the accreditation processes, with less similarities with that of Japan and Sri Lanka. The comparisons illuminate the economic development of each country and the level of involvement in the education programmes by the profession. Specific challenges in SA include the entrance hurdles to higher education and emphasis on an accounting degree.

Practical implications

The application of the Global Model of Accounting Education helps to identify the similarities in the global accounting arena and illuminates the uniqueness of the SA accounting education system. This study illustrates the establishment of an accounting education system that aligns with the International Education Standards (IESs).

Originality/value

The study contributes to the discussions around challenges in accounting education, specifically those associated with accreditation and a strong controlling relationship between academe and the profession.

Details

Journal of Accounting in Emerging Economies, vol. 10 no. 4
Type: Research Article
ISSN: 2042-1168

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Article
Publication date: 21 October 2013

Elmar Retief Venter and Charl de Villiers

– This paper aims to examine the influence of academics who are members of the profession on academic institutions.

2543

Abstract

Purpose

This paper aims to examine the influence of academics who are members of the profession on academic institutions.

Design/methodology/approach

An analytic autoethnography of the influence of accounting academics who are members of the profession on South African universities, supported by publicly available information, such as policy and other documents, web sites, and published material; documentation the authors are able to gather as participants; and formal and informal interviews the authors conduct with academic managers.

Findings

The paper finds that profession-identifying academics create and maintain rules and structures within academe, rules and structures that suit the profession. Managers who are members of the profession identify more closely with the profession than with their university. The analysis reveals the mechanics of this influence, as well as the consequences.

Originality/value

The paper contributes to theory by synthesizing the creation of profession-inspired institutions framework and the maintenance of an institutions framework into a single framework. It also applies the theory by providing an example of a profession creating and maintaining institutionalization in an adjacent institution. The findings have implications for academia in cases where academic staff members are members of professional bodies, such as engineering and law faculties. The insights highlighted here may also be of interest to Australasian, UK and US accounting academics, because the literature contains evidence of pressures from professional bodies there.

Details

Accounting, Auditing & Accountability Journal, vol. 26 no. 8
Type: Research Article
ISSN: 0951-3574

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Article
Publication date: 19 July 2022

Behnam Forouhandeh, Rodney J. Clarke and Nina Louise Reynolds

The purpose of this paper is to demonstrate the utility of systemic functional linguistics (SFL) as an underlying model to examine the similarities/differences between spoken and…

741

Abstract

Purpose

The purpose of this paper is to demonstrate the utility of systemic functional linguistics (SFL) as an underlying model to examine the similarities/differences between spoken and written peer-to-peer (P2P) communication.

Design/methodology/approach

An embedded mixed methods experimental design with linguistically standardized experimental stimuli was used to expose the basic linguistic differences between P2P communications that can be attributed to communication medium (spoken/written) and product type (hedonic/utilitarian).

Findings

The findings show, empirically, that consumer’s spoken language is not linguistically equivalent to that of written language. This confirms that the capability of language to convey semantic meaning in spoken communication differs from written communication. This study extends the characteristics that differentiate hedonic from utilitarian products to include lexical density (i.e. hedonic) vs lexical sparsity (i.e. utilitarian).

Research limitations/implications

The findings of this study are not wholly relevant to other forms of consumer communication (e.g. viral marketing). This research used a few SFL resources.

Practical implications

This research shows that marketers should ideally apply a semantic approach to the analysis of communications, given that communication meaning can vary across channels. Marketers may also want to focus on specific feedback channels (e.g. review site vs telephone) depending on the depth of product’s details that need to be captured. This study also offers metrics that advertisers could use to classify media and to characterize consumer segments.

Originality/value

This research shows the relevance of SFL for understanding P2P communications and has potential applications to other marketing communications.

Details

European Journal of Marketing, vol. 56 no. 8
Type: Research Article
ISSN: 0309-0566

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Article
Publication date: 28 October 2019

Yahiaoui Zidan, Sherazede Bouderbala, Cherrad Hayet and Bouchenak Malika

The purpose of this study is to determine the effect of olive cake (OC) on lipid peroxidation as well as antioxidant enzymes activities of serum, red blood cells (RBCs) and liver…

151

Abstract

Purpose

The purpose of this study is to determine the effect of olive cake (OC) on lipid peroxidation as well as antioxidant enzymes activities of serum, red blood cells (RBCs) and liver, in streptozotocin (STZ)-induced-diabetic rat fed cholesterol-enriched diet.

Design/methodology/approach

Hypercholesterolemic male rats were rendered diabetic (HC-D) by a single intraperitoneal injection dose of STZ (35 mg/kg BW). HC-D rats were divided into two groups fed for 28d a diet supplemented with OC at 7.5 percent (HC-D-OC) or not (HC-D). A control group (C) was submitted to standard diet containing 20 per cent casein for the same experimental period.

Findings

RBCs, serum and liver thiobarbituric acid reactive substances (TBARS) contents were significantly increased in HC-D, compared to C group (p = 0.04, p = 0.02 and 0.03). These values were significantly decreased (48 per cent and 64 per cent; p = 0.02 and p = 0.0007) in serum and liver of HC-D-OC vs HC-D group. In RBCs, superoxide dismutase (SOD), catalase (CAT), and glutathione S-transferase (GST) activities were, respectively, 1.5, 2- and 1.7-fold higher (p = 0.03, p = 0.008 and p = 0.03) in HC-D group compared to HC group. In serum and liver, SOD, CAT and GST activities were, respectively, 1.3-, 2.6- and 1.6-fold increased (p = 0.03, p = 0.007 and p = 0.02). In HC-D-OC compared to HC-D group, RBCs glutathione peroxidase (GSH-Px), CAT and GST activities were, respectively, 2.1-, 3.3- and 2.1-fold higher (p = 0.04, p = 0.0009 and p = 0.03). In serum, SOD and CAT activities were, respectively, 1.5- and 1.9-fold increased (p = 0.02, p = 0.02). In liver, SOD, GSH-PX, CAT and GST activities were significantly increased (p = 0.005, p = 0.03, p = 0.02 and p = 0.04).

Originality/value

In diabetic rats-fed cholesterol-enriched diet, OC was able to reduce oxidative stress by decreasing lipid peroxidation and increasing antioxidant enzymes activities in serum, RBCs and liver.

Details

Nutrition & Food Science , vol. 50 no. 4
Type: Research Article
ISSN: 0034-6659

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