This book is intended to take stock of the current state of accounting education with a specific emphasis on the South African situation. It provides a critical overview of the current published research and identified gaps. Through this, it aims to equip accounting academics with information and tools to motivate them to research the field of accounting education to improve teaching and learning. It also aids in the identification of suitable research topics in this regard and highlights potential pitfalls in researching accounting education. The book, therefore, focuses on accounting educators as specialists in their respective disciplines. Different authors with a keen interest in a specific area relating to accounting education research wrote each chapter in this book. It forms a planned collective work, assembled by appropriately qualified and experienced scholars in the accounting education field which generates a new conceptual synthesis that advances scholarship of accounting education research, since no such synthesis currently exists for accounting education research in South Africa.

The central argument in this book revolves around the significance of an African philosophy of higher education. Such a philosophy is geared towards cultivating democratic iterations, co-belonging, and critique within human encounters. Together, these actions can enhance intellectual activism within and beyond the encounters. A philosophy of higher education is constituted by a philosophical act of reflexivity according to which (how), freedom (both autonomous and communal), cosmopolitanism (learning to live with differences and otherness), and caring with others (ubuntu) can be rhythmically practised. What makes an African philosophy of higher education distinctive and realisable is that practices ought to be based on iterations, co-belonging, and critique. If intellectual activism were not to become a major act of resistance on the basis of which educational, political, and societal dystopias can be undermined, such a philosophy of higher education would not have a real purpose. An African philosophy of higher education is an intellectually activist endeavour because of its concern to be oppositional to constraints in and about higher education. In conversation with such an understanding of this philosophy, contributors to this volume offer responses to why human freedom, cosmopolitanism, and caring with others (ubuntu) can be rhythmically enacted.

TOPICS IN THE BOOK Investigating the Effect of the Traditional Flipped Classroom in Teaching Primary 3 Class Mathematics Variables Affecting 21st Century K-12 Students’ Mathematics Achievements: A Systematic Review Students’ Perceptions toward Health Science Career Choice: A Case from Cambodia Challenges of the Supported Teaching in Schools (STS) Programme: A Case of E.P College of Education Amedzofe Critical Thinking in Curriculum Content: The Case of Uganda Critical Thinking in Curriculum Practice: The Case of Higher Institutions of Learning in Uganda Critical Thinking and Higher Education: A Historical, Theoretical and Conceptual Perspective

When the Cape Higher Education Consortium (CHEC, South Africa) decided to develop a book on Covid-19 management and responses, higher education was in the midst of its endeavours to manage how we respond to this threat to ensure academic continuity and integrity. Universities mostly followed their own strategies and initiatives reactively, having little time to be proactive. At this point, most higher education institutions have steadied their approaches to teaching and learning and to managing their university services in response to the threat. There is clear evidence that the world as we knew it and in which our practices had been developed, has changed, and will continue to do so with increasing threats and demands on our higher education systems. This book provides the collaborative approaches from a range of academic practitioners and managers to develop some mental model of the practices we adopted and possible lessons learnt in the process.

Many enquiries into the state of accounting education/training, undertaken in several countries over the past 40 years, have warned that it must change if it is to be made more relevant to students, to the accounting profession, and to stakeholders in the wider community. This book’s over-riding aim is to provide a comprehensive and authoritative source of reference which defines the domain of accounting education/training, and which provides a critical overview of the state of this domain (including emerging and cutting edge issues) as a foundation for facilitating improved accounting education/training scholarship and research in order to enhance the educational base of accounting practice. The Routledge Companion to Accounting Education highlights the key drivers of change - whether in the field of practice on the one hand (e.g. increased regulation, globalisation, risk, and complexity), or from developments in the academy on the other (e.g. pressures to embed technology within the classroom, or to meet accreditation criteria) on the other. Thirty chapters, written by leading scholars from around the world, are grouped into seven themed sections which focus on different facets of their respective themes – including student, curriculum, pedagogic, and assessment considerations.

Over many decades the global development of professional accounting education programmes has been undertaken by higher education institutions, professional accounting bodies, and employers. These institutions have sometimes co-operated and sometimes been in conflict over the education and/or training of future accounting professionals. These ongoing problems of linkage and closure between academic accounting education and professional training have new currency because of pressures from students and employers to move accounting preparation onto a more efficient, economic and practical basis. The Interface of Accounting Education and Professional Training explores current elements of the interface between the academic education and professional training of accountants in Australia, New Zealand, South Africa and the UK. It argues for a reassessment of the considerations and requirements for developing professional accounting programs which can make a student: capable of being an accountant (the academy); ready to be an accountant (the workplace); and professional in being an accountant (the professional bodies). This book was originally published as a special issue of Accounting Education: An International Journal.

The first OZCOTS conference in 1998 was inspired by papers contributed by Australians to the 5th International Conference on Teaching Statistics. In 2008, as part of the program of one of the first National Senior Teaching Fellowships, the 6th OZCOTS was held in conjunction with the Australian Statistical Conference, with Fellowship keynotes and contributed papers, optional refereeing and proceedings. This venture was so successful that the 7th and 8th OZCOTS were similarly run, conjoined with Australian Statistical Conferences in 2010 and 2012. Authors of papers from these OZCOTS conferences were invited to develop chapters for refereeing and inclusion in this volume. There are sections on keynote topics, undergraduate curriculum and learning, professional development, postgraduate learning, and papers from OZCOTS 2012. Because OZCOTS aim to unite statisticians and statistics educators, the approaches this volume takes are immediately relevant to all who have a vested interest in good teaching practices. Globally, statistics as a discipline, statistical pedagogy and statistics in academia and industry are all critically important to the modern information society. This volume addresses these roles within the wider society as well as questions that are specific to the discipline itself. Other chapters share research on learning and teaching statistics in interdisciplinary work and student preparation for futures in academia, government and industry.