Abstract
This study examines the development of integrated thinking skills during the higher education of prospective professional accountants. Due to the complexities that Industry 4.0, Industry 5.0, and COVID-19 added to the business world, increasing importance was placed on professional accountants’ ability to solve complex and ill-structured business problems in an innovative and creative manner. The ability to think in an integrated manner is crucial for professional accountants and increasingly professional accounting bodies are placing an emphasis on the development thereof. Professional accounting bodies also expect that integrated thinking is developed during the higher education of prospective professional accountants in order to close the expectation gap between what employers are expecting of new recruits and the quality of graduates that universities are delivering.
By pursuing the eight objectives listed below, this study adds to the body of academic information already in existence: (1) development of a model, based on best practice and literature, to effectively develop integrated thinking skills during academic programmes presented in higher education for prospective professional accountants; (2) document the impact that Industry 4.0, Industry 5.0, and COVID-19 has had on the role of professional accountants and higher education institutions; (3) document global initiatives in higher education to develop integrated thinking skills; (4) document the definition and process of integrated thinking and analyse the similarities and differences between integrated thinking, integrative thinking, critical thinking, design thinking, and systems thinking; (5) analyse the importance of creativity for integrated thinkers and how it can be developed during higher education; (6) analyse which pedagogies South African Institute for Chartered Accountants (SAICA) accredited universities perceive to be effective in the development of integrated thinking skills and obtain insight into what they are currently doing to promote integrated thinking in their academic programmes; (7) understand what SAICA accredited universities perceive to be the barriers to developing integrated thinking skills; and (8) determine at what point integrated thinking should be introduced during higher education.
A pragmatist paradigm was applied to achieve the above objectives. Qualitative as well as quantitative data were collected as primary data for analysis and interpretation.
The quantitative data from the questionnaire were analysed with Statistical Package for Social Sciences (SPSS) and based on the analysis questions were developed for interview participants. From the interviews, themes were identified, and a data transformation triangulation design was applied. Secondary data for the literature review were collected from secondary publicly available data, such as journal articles (both peer reviewed and non-peer reviewed), PhD theses, Master’s dissertations, books, and websites. The primary data were collected from questionnaires and interviews which were self-administered.
Based on the results of the literature, quantitative and qualitative data were collected, a model was developed that will best support the development of integrated thinking skills during the higher education of prospective professional accountants. It was further found that Industry 4.0, Industry 5.0, and COVID-19 has had a significant impact on the skillset required of professional accountants. In order to develop graduates with this new skillset, reform is required during higher education. Based on the definitions available in the literature, a definition for integrated thinking was proposed for the accounting education field. The effectiveness of several constructivist pedagogies to enable the development of integrated thinking was explored, as well as the current use thereof by SAICA accredited universities. Barriers for both lecturers and students in the development of integrated thinking skills were identified. Finally, the point of introduction of integrated thinking skills during higher education was also determined.
Keywords: Chartered Accountant, constructivism, COVID-19, creativity, higher education, Industry 4.0, Industry 5.0, integrated thinking, pedagogy, pervasive skills, professional accountant, South African Institute for Chartered Accountants, students, twenty-first century skills