The quest for powerful learning environments in higher education

dc.contributor.authorSlabbert, Johannes A.
dc.contributor.authorGouws, Daan G.
dc.contributor.emailjohannes.slabbert@up.ac.zaen
dc.date.accessioned2007-03-23T08:21:09Z
dc.date.available2007-03-23T08:21:09Z
dc.date.issued2006
dc.description.abstractAn introductory course on tertiary level inadvertently sets the scene for the demands of the corresponding profession. Unfortunately, it seems as though these courses do not prepare learners adequately to acquire the demanding professional competences required for professional success. This problem has been a subject of contention especially in accounting education for a very long time amongst practitioners, educators, researchers and professional bodies alike. The article proposes that the fundamental problem is epistemological in nature: The authentic nature and structure (epistemology) of accounting is not reflected and, subsequently, education practices are adopted that does not serve the learner to conquer the challenging demands of the profession accordingly. To arrive at a new paradigm for introductory accounting education, powerful learning environments are suggested as a way to provide competent professionals.en
dc.format.extent177713 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.citationSlabbert, JA & Gouws, DG 2006, ‘The quest for powerful learning environments in higher education’, South African Journal of Higher Education, vol. 20, issue 2, pp. 336-351. [http://journals.sabinet.co.za/ej/ejour_high.html]en
dc.identifier.issn1011-3487
dc.identifier.urihttp://hdl.handle.net/2263/2013
dc.language.isoenen
dc.publisherSouth African Association of Research and Development in Higher Educationen
dc.rightsSouth African Association of Research and Development in Higher Educationen
dc.subjectTertiary educationen
dc.subjectAccounting educationen
dc.subjectLearnersen
dc.subjectLearningen
dc.titleThe quest for powerful learning environments in higher educationen
dc.typeArticleen

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