Karin Barac

South African training officers’ perceptions of the knowledge and skills requirements of entry‐level trainee accountants

Changes in business environments have challenged the competencies (technical knowledge, skills and attitudes) of professional accountants. Accounting professions have responded by developing competency frameworks. In 2008, the South African Institute of Chartered Accountants (SAICA) issued a draft competency framework encapsulating a broad range of knowledge, skills and attributes. The objective of the study reported on here was to determine training officers’ perceptions of the knowledge and skills requirements of entry-level trainee accountants. SAICA could consider the findings of this study in the finalisation of its competency framework. The study reveals that nearly three-quarters of all the topics in the current prescribed SAICA syllabus are considered to make at least an important contribution to the knowledge requirements of entry-level trainee accountants. Although more than half the management accounting topics prescribed in the SAICA syllabus are perceived as being only reasonably important, further statistical analysis revealed that TOPP (training outside public practice) training officers disagreed significantly with their TIPP (training inside public practice) counterparts on the importance of management accounting topics and perceived them to be at least important. Except for specialised topics, all other topics covering the remaining core subjects (Financial Accounting, Financial Management, Taxation and Auditing) were perceived to be important or even more than important by the respondents. The study demonstrates that there is a movement towards an expanded set of competencies beyond the technical knowledge typically taught to prospective CAs, and that there is evidence of a need for today’s entry-level trainee accountants to receive training in communication, analytical, interpersonal and computer skills.

Financial reporting on the internet in South Africa

The inherent nature of the Internet affects financial reporting in the sense that information on a website is available to anyone, anywhere and at any time. Financial reporting on the Internet reduces the cost of financial reporting, makes instantaneous reporting a reality, adds breadth and depth to business reporting, allows analytical tools to be used on underlying business data and makes it easier to disseminate reports to any place in the world where there is a computer. A cursory exploration of financial reporting on the websites of South African companies reveals great variations in terms of the amount of content (e.g. summary financial statements vs detailed financial statements), the style of presentation (e.g. similar to paper‐based reports vs inclusion of multi‐media) and the manner in which companies incorporate navigation aids (e.g. hyperlinks, search boxes and others). The advantages of the Internet as a new mode of information dissemination are clear, but Internet financial reporting creates a number of challenges for companies and their auditors as well as for regulatory and standard‐setting organisations. This paper assesses Internet reporting in South Africa. It explores the manner in which financial and certain non‐financial information is presented on companies’ websites and determine whether reporting practices on the websites of South African companies differ fromthose of their international counterparts. The study revealed that although Internet usage in South Africa has expanded as a medium for presentation of financial information via companies’ websites, top South African companies use their websites as a bulletin board with limited real‐time financial information and note disclaimers.

The financial accountability of HIV/AIDS

HIV/AIDS has implications of varying severity across a wide spectrum of businesses in South Africa. Financial accountability is therefore required to enable investors and other stakeholders to be advised regarding the effect of HIV/AIDS on company performance and to make informed decisions. This paper explores financial accountability with regard to HIV/AIDS. It investigates top management’s awareness, coping strategies and financial information (available and required) that is communicated internally and to stakeholders. Its empirical content concentrates on major public companies that operate in industries in which HIV/AIDS is known to be present. It reveals that companies are informed and pragmatic. However, many do not engage in legally permissible prevalence testing, and thereby frustrates attempts at a clear definition of the problem and at forecasting. Most companies are therefore unable to project what the effect of HIV/AIDS on future performance and profitability will be. The paper concludes that, although HIV/AIDS receives attention in terms of corporate governance, there is an absence of financial accountability via annual reports and financial statements. Many companies have no information available, while others may elect not to disclose it.

Helping disadvantaged students : findings from the Thuthuka programme

Abstract Drawing on social closure theory, this study achieved a deep understanding of the perceptions and experiences of the first cohort of candidates passing through the Thuthuka support programme. Using semi-structured interviews as part of a qualitative approach, currently prevalent modes of professional closure were considered by taking the backgrounds of these students into account, together with their perceptions of the accounting profession. Their views on whether the Thuthuka programme as an intervention had been successful in removing post-apartheid professional closure were determined by taking into account the Thuthuka students’ readiness to sit for professional examinations and to enter the workplace. The findings of the study suggest features that could be considered in support programmes intended for socio-economically disadvantaged students to facilitate their entry into a restrictive and restricted market.

A study of the ethical views of final year South African accounting students, using vignettes as examples

The aim of this paper is to gauge the ethical views of male and female final year Accounting students in South Africa and to compare the results with similar studies performed in Australia and Ireland. The study also discusses the desirability of including an ethics course in the Accounting curriculum as a strategy to improve the ethical standing of the accounting profession. The most important self‐reported factor that influenced students’ ethical behaviour was the fear of getting caught. It was recommended that professional accountancy bodies should be more transparent in respect of their disciplinary procedures in order to discourage unethical behaviour. Ethics training initiatives should also address whistleblowing, and whistleblowing should be encouraged. Furthermore, universities should integrate ethics more fully into all courses in the Accounting curriculum of prospective professional accountants.

South African auditors’ policies, practices and perceptions with regard to internet reporting

This paper examines international pronouncements on the audit function and Internet financial reporting and assesses whether the practices and policies reflected in these pronouncements are followed by the auditors of top South African companies. As a secondary objective, this study also attempted to determine how South African auditors perceive the influence that Internet reporting may have on the auditing profession in future. The analysis shows that many of the procedures required of auditors and Internet reporting have already been defined by international standardsetting bodies, but that the audit firms which responded to the questionnaire in this study do not yet have well‐established policies and practices regarding Internet reporting. There is still some uncertainty regarding Internet financial reporting in the responding audit firms, as was reflected in their perceptions of the future of Internet financial reporting and its impact on the audit function. The responding audit firms were reluctant to expand their responsibilities with regard to Internet financial reporting.

Factors influencing students’ learning approaches in auditing

Purpose This paper aims to report on an investigation to understand factors influencing students learning approaches in the discipline of auditing. Design/methodology/approach By using the Approaches and Study Skills Inventory for Students research instrument the learning approaches of students in auditing at a South African residential university were measured on both undergraduate and postgraduate levels. This was followed by focus group discussions to obtain a deeper understanding of the factors that influenced the ways their audit studies were approached. Findings The results revealed a contrasting view with that presented in the literature, in that senior students were more inclined to adopt a surface approach. This could be attributed to learning environment dimensions such as the teaching and assessment practices as well as students’ perceptions of the workload. Further statistical analysis revealed that gender and race influenced students’ learning approaches at specific levels. Research limitations/implications The data are drawn from audit students at a residential university in South Africa; the findings of the study may thus not be generalisable beyond that context. Originality/value The study extends the existing student learning literature by adding perspectives from the discipline auditing. It could stimulate educators’ scholarly interest in pedagogic research which could contribute to curriculum and teaching method changes that equip audit educators to promote deep learning.

Developing early career professional auditors at work: What are the determinants of success?

Purpose The purpose of this paper is to identify the determinants of internal audit workplace learning success for developing early career internal audit professionals in South Africa. Design/methodology/approach A qualitative research design was used to collect data through focus group discussions and semi-structured interviews from 65 internal audit stakeholders including internal audit employers’ early career; internal auditors’ workplace learning assessors; and presenters and members of the education and training committee of the professional body in South Africa on their experiences of the determinants of workplace learning success for internal auditors. Findings In line with workplace learning theories, it was found that there are five determinants of internal audit workplace success: the learning environment, management support, the early career internal auditors’ commitment (attitude and motivation to learn) and a relevant, structured and effective formal workplace learning programme. Practical implications Internal audit employers, early career internal auditors, workplace learning assessors and presenters as well as the Institute of Internal Auditors globally and in South Africa can use the results of this study as a benchmark for their internal audit workplace learning practices. Originality/value This paper provides insight into the determinants of workplace learning success for internal auditors and contributes to the limited body of knowledge in auditing on developing professional competence in the workplace.