Towards a global model of accounting education – a South African case study

Ilse Lubbe

Journal of Accounting in Emerging Economies, 2020, vol. 10, issue 4, 601-620

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 (Wattyet 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.

Keywords: Global model of accounting education; Professional accounting education; International Education Standards (IES); Accreditation; South Africa (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:eme:jaeepp:jaee-01-2020-0017

DOI: 10.1108/JAEE-01-2020-0017

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