Using a learning portfolio to promote soft skill (pervasive skill) development
- Authors: Keevy, Monique
- Date: 2017
- Subjects: Academics , Learning portfolio , Pervasive skills
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/240332 , uj:24724 , Citation: Keevy, M. 2017. Using a learning portfolio to promote soft skill (pervasive skill) development.
- Description: Abstract: Objective of the study: The objective of this study is to examine the extent to which South African (SA) accounting academics use learning portfolios as a method of instruction, and to establish their views on whether this method can be used to transfer pervasive skills to students. Research method: An electronically administered questionnaire was sent to academics working at universities accredited by the South African Institute of Chartered Accountants. Findings and conclusions: Prior research provides evidence of the value of learning portfolios in the transfer of pervasive skills to students. The findings of this paper reveal a gap between the use of learning portfolios by SA accounting academics when compared to their counterparts globally, and the views of accounting bodies. This gap can be attributed to a lack of awareness by SA academics of the competencies that can be transferred using learning portfolios, and the application of alternative teaching methods. Theoretical and practical implications: This paper provides insight into the use of learning portfolios by SA accounting academics whose traditional strengths were in technical teaching, and the reluctance of the majority of these academics to embrace learning portfolios into their academic programmes.
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- Authors: Keevy, Monique
- Date: 2017
- Subjects: Academics , Learning portfolio , Pervasive skills
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/240332 , uj:24724 , Citation: Keevy, M. 2017. Using a learning portfolio to promote soft skill (pervasive skill) development.
- Description: Abstract: Objective of the study: The objective of this study is to examine the extent to which South African (SA) accounting academics use learning portfolios as a method of instruction, and to establish their views on whether this method can be used to transfer pervasive skills to students. Research method: An electronically administered questionnaire was sent to academics working at universities accredited by the South African Institute of Chartered Accountants. Findings and conclusions: Prior research provides evidence of the value of learning portfolios in the transfer of pervasive skills to students. The findings of this paper reveal a gap between the use of learning portfolios by SA accounting academics when compared to their counterparts globally, and the views of accounting bodies. This gap can be attributed to a lack of awareness by SA academics of the competencies that can be transferred using learning portfolios, and the application of alternative teaching methods. Theoretical and practical implications: This paper provides insight into the use of learning portfolios by SA accounting academics whose traditional strengths were in technical teaching, and the reluctance of the majority of these academics to embrace learning portfolios into their academic programmes.
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Using role-playing exercises to promote soft skill (pervasive skill) development
- Authors: Keevy, Monique
- Date: 2017
- Subjects: Academics , Accounting , Active learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/240315 , uj:24722 , Citation: Keevy, M. 2017. Using role-playing exercises to promote soft skill (pervasive skill) development.
- Description: Abstract: The use of active teaching methods to develop pervasive skills has many advocates globally. As prior research provides evidence of the value of role-playing exercises in the development of pervasive skills, the objective of this article is to examine the extent to which South African (SA) accounting academics use role-playing exercises (an active teaching method) as a method of instruction, and to establish their views on whether this method can be used to develop pervasive skills. An electronically administered questionnaire was sent to SA accounting academics. The findings of this article reveal a gap in the use of role-playing exercises by SA accounting academics when compared to their counterparts globally. This gap can be attributed to the reluctance of academics to develop pervasive skills due to time constraints, an already loaded syllabus, and the perception that academics are not responsible for developing pervasive skills.
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- Authors: Keevy, Monique
- Date: 2017
- Subjects: Academics , Accounting , Active learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/240315 , uj:24722 , Citation: Keevy, M. 2017. Using role-playing exercises to promote soft skill (pervasive skill) development.
- Description: Abstract: The use of active teaching methods to develop pervasive skills has many advocates globally. As prior research provides evidence of the value of role-playing exercises in the development of pervasive skills, the objective of this article is to examine the extent to which South African (SA) accounting academics use role-playing exercises (an active teaching method) as a method of instruction, and to establish their views on whether this method can be used to develop pervasive skills. An electronically administered questionnaire was sent to SA accounting academics. The findings of this article reveal a gap in the use of role-playing exercises by SA accounting academics when compared to their counterparts globally. This gap can be attributed to the reluctance of academics to develop pervasive skills due to time constraints, an already loaded syllabus, and the perception that academics are not responsible for developing pervasive skills.
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Pervasive skills development for aspirant chartered accountants : academic versus training programmes
- Keevy, Monique, Mare, Denise J.
- Authors: Keevy, Monique , Mare, Denise J.
- Date: 2018
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/271354 , uj:28858 , Citation: Keevy, M. & Mare, D.J., 2018, ‘Pervasive skills development for aspirant chartered accountants: Academic versus training programmes’, Journal of Economic and Financial Sciences 11(1), a155. http://dx.doi. org/10.4102/jef.v11i1.155 , ISSN: 2312-2803 (Online) , ISSN: 1995-7076 (Print)
- Description: Abstract: Changes in the business environment have challenged both the technical and pervasive competencies of aspirant professional accountants (or chartered accountants [CAs]). Accounting bodies have responded to this need by adopting competency-based qualification models. Likewise, in 2008, the South African Institute of Chartered Accountants developed a Competency Framework where aspirant CAs are now assessed on both technical and pervasive skills en route to qualifying as CAs, the latter being the focus of this article. The article aims to ascertain the views of aspirant CAs on the effectiveness of academic and training programmes en route to qualifying as a CA. It also seeks additional vehicles to improve the delivery of pervasive skills during qualification. This research uses empirical data in the form of a questionnaire with both open and closed response options. The study reveals that both programmes are critical to the success of qualifying as a CA, but further emphasis is required in developing pervasive skills for both programmes. The findings also demonstrate the importance of using methods such as cases, mentorship programmes and internship programmes in equipping candidates with pervasive skills. The use of separate modules to develop pervasive skills during both programmes was also strongly supported by the majority of aspirant CAs.
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- Authors: Keevy, Monique , Mare, Denise J.
- Date: 2018
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/271354 , uj:28858 , Citation: Keevy, M. & Mare, D.J., 2018, ‘Pervasive skills development for aspirant chartered accountants: Academic versus training programmes’, Journal of Economic and Financial Sciences 11(1), a155. http://dx.doi. org/10.4102/jef.v11i1.155 , ISSN: 2312-2803 (Online) , ISSN: 1995-7076 (Print)
- Description: Abstract: Changes in the business environment have challenged both the technical and pervasive competencies of aspirant professional accountants (or chartered accountants [CAs]). Accounting bodies have responded to this need by adopting competency-based qualification models. Likewise, in 2008, the South African Institute of Chartered Accountants developed a Competency Framework where aspirant CAs are now assessed on both technical and pervasive skills en route to qualifying as CAs, the latter being the focus of this article. The article aims to ascertain the views of aspirant CAs on the effectiveness of academic and training programmes en route to qualifying as a CA. It also seeks additional vehicles to improve the delivery of pervasive skills during qualification. This research uses empirical data in the form of a questionnaire with both open and closed response options. The study reveals that both programmes are critical to the success of qualifying as a CA, but further emphasis is required in developing pervasive skills for both programmes. The findings also demonstrate the importance of using methods such as cases, mentorship programmes and internship programmes in equipping candidates with pervasive skills. The use of separate modules to develop pervasive skills during both programmes was also strongly supported by the majority of aspirant CAs.
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Core subjects in Accounting academic programmes : development of pervasive skills
- Authors: Keevy, Monique
- Date: 2020
- Subjects: Academic programme , Accountants , Core subjects
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/411200 , uj:34545 , Citation: Keevy, M. 2020. Core subjects in Accounting academic programmes : development of pervasive skills.
- Description: Abstract: Accounting education has, in recent years, increasingly emphasised the need for developing pervasive skills. This paper reports on a South African study of the perceptions of aspirant chartered accountants (CAs) on the importance of the core subjects during the academic programme, in developing pervasive skills, in the categories of ethical behaviour and professionalism, personal attributes, and professional skills. A questionnaire with open- and closed-ended questions was administered to aspirant CAs who had completed their academic programme, and were in the process of completing their training programme. Aspirant CAs reported that overall pervasive skills were most prevalent in the subject of Strategy. Ethical behaviour and professionalism skills were most prevalent in the subject of Audit, personal attribute skills were most prevalent in the subject of Strategy while professional skills were most prevalent in the subject of Accounting. Taxation received the lowest ranking overall for pervasive skills as well as for the different categories of skills. Educators need to make greater efforts to inculcate pervasive skills by using real-life, practical examples in their core subjects. Furthermore, pervasive skills should be integrated into core subjects, as these are complementary in nature, but also by integrating core subjects can enhance the acquisition of the pervasive skills.
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- Authors: Keevy, Monique
- Date: 2020
- Subjects: Academic programme , Accountants , Core subjects
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/411200 , uj:34545 , Citation: Keevy, M. 2020. Core subjects in Accounting academic programmes : development of pervasive skills.
- Description: Abstract: Accounting education has, in recent years, increasingly emphasised the need for developing pervasive skills. This paper reports on a South African study of the perceptions of aspirant chartered accountants (CAs) on the importance of the core subjects during the academic programme, in developing pervasive skills, in the categories of ethical behaviour and professionalism, personal attributes, and professional skills. A questionnaire with open- and closed-ended questions was administered to aspirant CAs who had completed their academic programme, and were in the process of completing their training programme. Aspirant CAs reported that overall pervasive skills were most prevalent in the subject of Strategy. Ethical behaviour and professionalism skills were most prevalent in the subject of Audit, personal attribute skills were most prevalent in the subject of Strategy while professional skills were most prevalent in the subject of Accounting. Taxation received the lowest ranking overall for pervasive skills as well as for the different categories of skills. Educators need to make greater efforts to inculcate pervasive skills by using real-life, practical examples in their core subjects. Furthermore, pervasive skills should be integrated into core subjects, as these are complementary in nature, but also by integrating core subjects can enhance the acquisition of the pervasive skills.
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Effectiveness of delivery methods in the transfer of soft skills
- Authors: Keevy, Monique
- Date: 2020
- Subjects: Academic programme , Accountants , Pervasive skills
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/438686 , uj:38138 , Citation: Keevy, Monique. (2020). Effectiveness of delivery methods in the transfer of soft skills. 10.4995/HEAd20.2020.10994.
- Description: Abstract: Accounting education has in recent years increasingly emphasised the need for developing soft skills. To this end, various delivery methods have been advocated other than the conventional lecture format during the academic programme. This paper reports on a study of the perceptions of graduates on the effectiveness of delivery methods during the academic programme in transferring soft skills. A questionnaire with open and closed-ended questions was administered. Graduates reported that soft skills were most effectively developed when using case studies, followed by collaborative learning. Surprisingly, graduates also indicated lectures as an effective method in soft skills development, by ranking this method after collaborative learning. However, the method of computer-based activities, was reported as the least effective method in developing soft skills. This is a concern, given the prevalence and use of computers and technology in the accounting profession. Educators need to do more in inculcating soft skills, by using additional methods such as mentorship programmes and self-assessment.
- Full Text:
- Authors: Keevy, Monique
- Date: 2020
- Subjects: Academic programme , Accountants , Pervasive skills
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/438686 , uj:38138 , Citation: Keevy, Monique. (2020). Effectiveness of delivery methods in the transfer of soft skills. 10.4995/HEAd20.2020.10994.
- Description: Abstract: Accounting education has in recent years increasingly emphasised the need for developing soft skills. To this end, various delivery methods have been advocated other than the conventional lecture format during the academic programme. This paper reports on a study of the perceptions of graduates on the effectiveness of delivery methods during the academic programme in transferring soft skills. A questionnaire with open and closed-ended questions was administered. Graduates reported that soft skills were most effectively developed when using case studies, followed by collaborative learning. Surprisingly, graduates also indicated lectures as an effective method in soft skills development, by ranking this method after collaborative learning. However, the method of computer-based activities, was reported as the least effective method in developing soft skills. This is a concern, given the prevalence and use of computers and technology in the accounting profession. Educators need to do more in inculcating soft skills, by using additional methods such as mentorship programmes and self-assessment.
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Cyber-security awareness of South African state-mandated public sector organisations
- Ngoma, Mduduzi, Keevy, Monique, Rama, Pranisha
- Authors: Ngoma, Mduduzi , Keevy, Monique , Rama, Pranisha
- Date: 2021
- Subjects: Cyber-security awareness , Cyber-security threats , Public sector organisations
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/489619 , uj:44649 , Citation: Ngoma, M.L., Keevy, M. and Rama, P., 2021. Cyber-security awareness of South African state-mandated public sector organisations. Southern African Journal of Accountability and Auditing Research, 23(1), pp.53-64.
- Description: Abstract: With the rapid advances in information communication technologies (ICTs), cyberspace has provided a platform for organisations to be progressively more innovative in their operations. As a result of this innovation, individual users within the organisations have become even more connected to the internet, with a concomitant increase in cyberattacks. This is particularly prevalent within public sector organisations. It is thus critical that cyber-security awareness is at the forefront of public sector organisations’ agendas. The study evaluates cyber-security awareness of South African state-mandated public sector organisations. As part of their mandate, these organisations are expected to lead by example. A questionnaire with open- and closed-ended questions was administered to individuals tasked with the responsibility for cyber-security in the state-mandated public sector organisations. Overall, the results demonstrate that state-mandated public sector organisations are not at the forefront of cyber-security awareness. Gaps are evident in terms of cyber-security management, and training. Promising to note was the information technology (IT) experience and expertise of individuals tasked to oversee cyber-security within these organisations. It is, however, recommended that IT departments should manage cyber-security and not the Human Resources (HR) departments. The results are not generalisable beyond the scope of this study. Nonetheless, the results provide various recommendations in terms of creating a culture of cyber-security awareness in state-mandated public sector organisations.
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- Authors: Ngoma, Mduduzi , Keevy, Monique , Rama, Pranisha
- Date: 2021
- Subjects: Cyber-security awareness , Cyber-security threats , Public sector organisations
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/489619 , uj:44649 , Citation: Ngoma, M.L., Keevy, M. and Rama, P., 2021. Cyber-security awareness of South African state-mandated public sector organisations. Southern African Journal of Accountability and Auditing Research, 23(1), pp.53-64.
- Description: Abstract: With the rapid advances in information communication technologies (ICTs), cyberspace has provided a platform for organisations to be progressively more innovative in their operations. As a result of this innovation, individual users within the organisations have become even more connected to the internet, with a concomitant increase in cyberattacks. This is particularly prevalent within public sector organisations. It is thus critical that cyber-security awareness is at the forefront of public sector organisations’ agendas. The study evaluates cyber-security awareness of South African state-mandated public sector organisations. As part of their mandate, these organisations are expected to lead by example. A questionnaire with open- and closed-ended questions was administered to individuals tasked with the responsibility for cyber-security in the state-mandated public sector organisations. Overall, the results demonstrate that state-mandated public sector organisations are not at the forefront of cyber-security awareness. Gaps are evident in terms of cyber-security management, and training. Promising to note was the information technology (IT) experience and expertise of individuals tasked to oversee cyber-security within these organisations. It is, however, recommended that IT departments should manage cyber-security and not the Human Resources (HR) departments. The results are not generalisable beyond the scope of this study. Nonetheless, the results provide various recommendations in terms of creating a culture of cyber-security awareness in state-mandated public sector organisations.
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