Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4400
Title: Informing teaching and learning practice : identifying educator capabilities for improving student performance in Accounting education
Authors: Ramsarghey, Kevin 
Keywords: Academic capabilities;Accountancy education;Reflexive practice;Systems Thinking;Teaching experience;Teaching qualification;Work experience
Issue Date: Oct-2020
Abstract: 
The focus of this study is my lived experience as an accounting academic over
the past twenty years in higher education in South Africa. As a lecturer, I am
embedded in my teaching practice which allows me to be a reflective practitioner.
In my reflective considerations, I began to identify educator capabilities for
improving student performance in accounting education. Educator capabilities
were identified by me as work experience, teaching experience, and the teaching
qualification. A competent academic should possess work experience, teaching
experience and a teaching qualification who will then display leadership traits and
characteristics that are trusted and aligned with emotional intelligence. The
extensive literature review on educator capabilities was used to support the
findings of the individual interviews and focus group interviews to answer the
research questions. The epistemologies and ontologies are underpinned on the
premise of living theory and action research within a systems framework. The
action research strategy was conducted in three phases. Firstly, the informal
phase where a framework for the study was established. Thereafter, a formal
phase for the research methodology to be conducted and finally, a phase for
reflexivity.
A Systems Thinking approach was adopted in the study using a combination of
systems methodologies to facilitate the process of sense making. System
Dynamics was used to design a stock-flow diagram to illustrate the relationship
between educator capabilities and student performance. Soft Systems
Methodology was used to depict a ‘rich picture’ of the scenario affecting student
performance. The Viable System Model was used as the dominant system to
inform educator capabilities in accounting education. This led to the
establishment of pathways to Accounting Academia where varying routes to
improving accounting academia competencies are explored. I have posited this
emergent learning as informing of academic leadership in accounting education.
This became a vital part of the knowledge creation in this thesis. As a part of the leadership role in accounting education, the way forward, for me,
is to be an ambassador for promoting and encouraging other academics to inform
their own professional development through research processes of their
choosing.
Description: 
submitted in fulfillment of the requirements of the degree of Doctor of Philosophy in Leadership and Complexity, Durban University of Technology, Durban, South Africa, 2020.
URI: https://hdl.handle.net/10321/4400
DOI: https://doi.org/10.51415/10321/4400
Appears in Collections:Theses and dissertations (Management Sciences)

Files in This Item:
File Description SizeFormat
Ramsarghey_K_2020_Redacted.pdf3.66 MBAdobe PDFView/Open
Show full item record

Page view(s)

51
checked on Jan 30, 2023

Download(s)

31
checked on Jan 30, 2023

Google ScholarTM

Check

Altmetric

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.