Transcript Corporate Affairs and Marketing (CA&M)

Corporate Affairs and Marketing (CA&M)
Brand and Event Management
TUT SRS SEMINAR
FNB Auditorium: Bldg 6 Pretoria West 20 August 2014
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Corporate Affairs and Marketing (CA&M)
Brand and Event Management
SUCCESS RATES
Faculty of Economics & Finance
Ga-Rankuwa Campus
20 August 2014
Corporate Affairs and Marketing (CA&M)
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RESEARCH TOPIC
Improving success rates of students in accountancy
related diploma programmes
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Corporate Affairs and Marketing (CA&M)
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DEFINITION
Success rates are defined as the percentage of passed credits
divided by enrolled credits. It can be calculated by course or
academic unit, such as department, school or faculty.
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FACTORS THAT INFLUENCE STUDENT SUCCESS
USA
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Attitudes – motivation
and work ethic, Selfperceptions, confidence
and self-efficacy.
Problem solving –
critical thinking and
decision making.
Values – personal
preferences and beliefs.
Emotional intelligence.
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Australia
RSA
Personal factors
Attitudes –
 Attitudes – motivation,
Commitment.
approach to study,
Choice of study.
Student’s belief in own
Age.
ability, effort and selfGender.
discipline.
 Interest in course.
 Cognitive competencies.
 Multiple literacies and
communication skills
 Time management skills.
 Language
Common factors
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Disciplined and
principled ethical
behaviour.
Analyse,
synthesise,
evaluate.
Emotional
intelligence
Choice of study
Effective reading,
writing, listening
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Corporate Affairs and Marketing (CA&M)
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FACTORS THAT INFLUENCE STUDENT SUCCESS
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High school grade point
average.
First generation to go
to university.
Socioeconomic status.
Ethnicity.
Geographic factors.
Financial support.
Community
involvement
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Circumstantial factors
University entrance
 Current and previous
scores, previous
academic
education,
performance and
educational
academic literacy.
achievement.
 Quality of teaching.
Quality of teaching.
 Cultural expectations.
Class attendance.
 Peer culture.
Finances.
 Status of residential
Equipment and
area.
facilities.
 Access to technology.
Health.
 Interaction between
Transport difficulties
student, academic
and social systems of
the university
 Financial support
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University
entrance scores
Quality of
teaching
Socioeconomic
status
Financial
support
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FACTORS INFLUENCING ACCOUNTANCY
STUDENT SUCCESS
Prior academic performance in
• Language
• Mathematics
• Accounting
• Numeral skills
• Later academic performance at university
Byrne and Flood (Singapore study)
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CONTRARY FINDING BY BERNE AND FLOOD 2008
• No relationship between prior academic performance and prior
knowledge in first year accountancy performance
• Students with no prior accountancy knowledge outperformed
their peers in later years of study
Corporate Affairs and Marketing (CA&M)
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ADMISSION REQUIREMENTS FOR ACCOUNTANCY
SA universities approach to secondary school deficiency
(articulation gap) in reading and comprehension:
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Matriculation results
Standardised admission tests (SATs)
Mathematical ability in some universities
Minimum mark level
Corporate Affairs and Marketing (CA&M)
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CAUTION TO USUAL ADMISSION APPROACH
• Entrance requirements such as matriculation results and SATs give
an approximate indication of a student’s likelihood of success at
university
• Entrance requirements are a necessary approach in ensuring high
success rates but are not a sufficient approach.
Bargate 1999
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INCLUSIVE APPROACH
• Community colleges in California, USA:
Appointment of a student task force to develop improved tools to
determine entering skill levels and needs for an adequate
teaching approach rather than admission criteria.
Targeted News Service 2011
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FAVOURABLE FACTORS INFLUENCING ACCESS AND SUCCESS OF
PREVIOUSLY DISADVANTAGED ACCOUNTANCY STUDENTS
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Timeous and regular examination preparation
Logical reasoning
Consistent effort
Examination techniques
Sadler and Erasmus (2005)
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SUCCESS RATE % AT TUT
YEAR
FACULTIES
ARTS
HUMANITIES SCIENCES
MANAGEMENT ICT
SCIENCES
71.0
70.2
69.8
ECONOMICS
& FINANCE
61.7
69.4
67.9
58.9
72.5
70.7
68.6
60.5
74.8
73.8
74.3
71.3
63.7
76.7
73.8
73.3
75.3
66.7
2009
84.9
72.7
71.2
2010
85.0
74.1
71.4
68.1
2011
83.3
75.6
74.8
2012
84.5
77.5
2013
85.9
79.8
ENG
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Corporate Affairs and Marketing (CA&M)
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OBSERVATION
• SCIENCES and ENGINEERING work with math numbers and
have made significant progress in 2013 to meet the DHET
benchmark. They achieved 9 to 10 percentage points higher
than ECONOMICS & FINANCE. So what are these faculties
doing right that ECONOMICS & FINANCE may learn from
them?
• Consultation and collaboration with these faculties is suggested
w.r.t. lecturer: student ratio; foundation programmes, T&L
approaches, etc.
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Corporate Affairs and Marketing (CA&M)
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TEACHING COMMUNITY OF PRACTICE
RESEARCH PROPOSAL
• Develop a suitable teaching approach for diploma type
accountancy programmes that includes:
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Learning activities
Student/lecturer interaction
Formative assessment
Student support
Corporate Affairs and Marketing (CA&M)
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RESEARCH PROBLEM
• Low student success rates have a negative impact on the
economy of RSA vis a vis limited resources of higher education
institutions and have a direct effect on student financial and
emotional well-being. Relevant teaching approaches to
enhance success rates and hence graduation rates are thus
imperative to create a skilled, competent and creative
workforce for the economy of RSA.
Corporate Affairs and Marketing (CA&M)
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RESEARCH PROCESS
Based on Kolb:
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Description of a concrete experience of an event (CE)
Reflective observation (RO)
Abstract conceptualisation (AC)
Active experimentation (AE)
See Visser, McChlery & Vreken (2006)
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RESEARCH METHODOLOGY
• Phase 1: Describe and critically analyse different national and
international teaching approaches in relation to accountancy via
desktop study
• Use data information sheet to collect teaching approaches at two
selected tertiary institutions, viz., TUT and NMMU.
• Compare RSA findings with international practices through selected
site visits using interviews, observation of teaching approaches and
student support facilities.
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RESEARCH METHODOLOGY
• Phase 2: Explain various alternative teaching approaches to
targeted accounting students and academic staff during
information sessions as prep for informed decisions
• Collect preferred perceptions of students and lecturers from
TUT and NMMU through an e-survey questionnaire in a
controlled environment in order to develop a relevant teaching
approach.
• Analyse data of preferences using SPSS
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RESEARCH METHODOLOGY
• Results of Phase 2 will support the development of a Teaching
Approach. Lecturers to be trained in applying the teaching
approach.
• Phase 3: Pilot test the proposed Teaching Approach in high risk
accounting courses using a pilot and control group of students.
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Monitor and Record engagement and performance of students
for comparison with previous success rates.
Corporate Affairs and Marketing (CA&M)
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PROJECT SCHEDULE
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Research proposal final approval
Phase 1
Phase 2
Phase 3
• Total budget = R1 092 200
28 Feb 2014
30 Nov 2014
30 Nov 2015
Start of 2016
Corporate Affairs and Marketing (CA&M)
Brand and Event Management
THANK YOU
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