Balancing academic and professional pedagogies: a comparative study of two accounting departments in South Africa and the United Kingdom

Nico van der Merwe*, Stuart McChlery, Sarah Susanna Visser

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)276-288
Number of pages13
JournalTeaching in Higher Education
Volume19
Issue number3
Early online date22 Nov 2013
DOIs
Publication statusPublished - 3 Apr 2014

Keywords

  • learning
  • accounting education
  • comparison
  • assessment
  • curriculum
  • teaching methods
  • higher education framework

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