Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/2272
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dc.contributor.authorNzuza, Zwelihle Wisemanen_US
dc.date.accessioned2017-02-17T06:33:18Z-
dc.date.available2017-02-17T06:33:18Z-
dc.date.issued2016-10-
dc.identifier.citationNzuza, Z.W. 2016. Modeling South African accounting academic staff teaching rationalism factors for the preservation of indigenous knowledge. Journal of Economics and Behavioral Studies. 8(5): 100-107.en_US
dc.identifier.issn2220-6140-
dc.identifier.urihttp://hdl.handle.net/10321/2272-
dc.description.abstractSouth African universities are under pressure to maximize the amount of accounting students, with specific reference to expand the number of qualified black African accountants, especially the Chartered Global Management Accountants (CGMA). Accountants are at the center of countries’ economy and act as lecturers in the academic institutions. Therefore, the issue of inadequate production of a new brand black qualified accountants may have something to do with accounting academic staff teaching rationalism, and this study seeks to address that subject. Literature has been used to investigate factors influencing accounting academic staff teaching rationalism and to propose a suitable model for accounting academic staff teaching rationalism factors for the preservation of South African indigenous knowledge. The proposed model forms the basis of the study results and is grounded on sound perception theories: bottom-up theory and top-down theory. The significance of a proposed model is subject to experiments by other scholars within the boundaries of the republic of South Africa or even outside.en_US
dc.format.extent8 pen_US
dc.language.isoenen_US
dc.publisherInternational Foundation for Research and Developmenten_US
dc.relation.ispartofJournal of economics and behavioral studiesen_US
dc.subjectAccounting theoriesen_US
dc.subjectTeaching accounting rationalism factorsen_US
dc.subjectHistory of accountingen_US
dc.titleModeling South African accounting academic staff teaching rationalism factors for the preservation of indigenous knowledgeen_US
dc.typeArticleen_US
dc.publisher.urihttp://ifrnd.org/journal/index.php/jebs/article/view/1435en_US
dc.dut-rims.pubnumDUT-005534en_US
local.sdgSDG05-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextopen-
item.cerifentitytypePublications-
item.languageiso639-1en-
item.fulltextWith Fulltext-
Appears in Collections:Research Publications (Accounting and Informatics)
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