Challenges for curriculum design: Considerations for a four-year business and accounting degree in South Africa

Abstract

Knowledge in accounting has expanded exponentially over the last two decades, along with a call from accounting education committees and employers for students to acquire competencies for a global market. However, the time allocation of three years for undergraduate accounting studies has remained unchanged. Within South Africa's developing economy, business and accounting education at universities faces several exacerbating challenges, including poor schooling and underprepared students, as well as large classes with students from diverse social and ethnic backgrounds. These challenges raise the following question: is it fair to expect “new generation” students to complete a B Com degree – that is, a Bachelor's degree in Commerce, specialising in disciplines such as accounting, business studies and finance – in three years when the average student usually takes more than four years to complete it? This descriptive paper makes these challenges explicit, and provides curriculum design principles for the reconfiguration of business and accounting undergraduate programmes. A strong argument is made that the existing business and accounting undergraduate curriculum for the Chartered Accountant (CA) qualification should be extended to a period of four years, giving students the option of more time to master the core curriculum and competencies required. It recommends the implementation of an extended undergraduate curriculum structure that allows for additional curriculum space and enhances the quality and relevance of the curriculum. This should be supported by an adaptable curriculum that allows for flexibility in starting points and progression. The aim of the extended curriculum is to enable students to progress in accordance with their level of preparedness and personal circumstances, maximising their chances of successfully completing the degree.

Keywords:

• Knowledge and Curriculum
• Underprepared Students
• Business and Accounting Education
• Curriculum Overload
• Global Market
• Constructive Alignment

Acknowledgements

This paper follows on from work by the author for CHE (2013) as convenor of the B Com working group, and acknowledges the contributions of the other working group members: Dr Jane Skinner, Dr Janet Hesketh, Dr Caroline Goodier, and Dr Ryan Kruger.

Disclosure statement

No potential conflict of interest was reported by the authors.