Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4400
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dc.contributor.advisorHardman, Stanley George-
dc.contributor.authorRamsarghey, Kevinen_US
dc.date.accessioned2022-10-14T06:38:07Z-
dc.date.available2022-10-14T06:38:07Z-
dc.date.issued2020-10-
dc.identifier.urihttps://hdl.handle.net/10321/4400-
dc.descriptionsubmitted in fulfillment of the requirements of the degree of Doctor of Philosophy in Leadership and Complexity, Durban University of Technology, Durban, South Africa, 2020.en_US
dc.description.abstractThe 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.en_US
dc.format.extent233 pen_US
dc.language.isoenen_US
dc.subjectAcademic capabilitiesen_US
dc.subjectAccountancy educationen_US
dc.subjectReflexive practiceen_US
dc.subjectSystems Thinkingen_US
dc.subjectTeaching experienceen_US
dc.subjectTeaching qualificationen_US
dc.subjectWork experienceen_US
dc.subject.lcshCollege teaching--Leadershipen_US
dc.subject.lcshTeacher effectivenessen_US
dc.subject.lcshCollege teachers--Vocational guidanceen_US
dc.subject.lcshEffective teachingen_US
dc.titleInforming teaching and learning practice : identifying educator capabilities for improving student performance in Accounting educationen_US
dc.typeThesisen_US
dc.description.levelDen_US
dc.identifier.doihttps://doi.org/10.51415/10321/4400-
local.sdgSDG04-
item.openairetypeThesis-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.grantfulltextrestricted-
item.languageiso639-1en-
item.fulltextWith Fulltext-
Appears in Collections:Theses and dissertations (Management Sciences)
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