Academic literature on the topic 'African Institute of Chartered Accountants'
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Journal articles on the topic "African Institute of Chartered Accountants"
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De Jager, Eloise. "Thuthuka students' perceptions of factors influencing success." Journal of Economic and Financial Sciences 7, no. 1 (April 30, 2014): 53–72. http://dx.doi.org/10.4102/jef.v7i1.130.
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South Africa has a shortage of black (African and coloured) chartered accountants. The Thuthuka Project, initiated by the South African Institute for Chartered Accountants (SAICA), aims to increase the number of black accounting students. The Thuthuka Project includes funding, as well as a comprehensive support programme, for black students to study BCom Accounting (or equivalent) at a SAICA-accredited university. This article reports on research into the factors that promote and hinder the academic success of Thuthuka students. The findings of this study might help other students to achieve success and may assist in the transformation of the chartered accountancy profession. A questionnaire was used to gather data on the perceived success factors of Thuthuka students (from all the SAICA-accredited universities in South Africa). It was found that Thuthuka students believed that support was the main factor contributing to their success, followed by individual commitment.
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Rossouw, Deon. "The SAICA syllabus for Ethics: does it all add up?" South African Journal of Economic and Management Sciences 10, no. 3 (July 11, 2013): 384–93. http://dx.doi.org/10.4102/sajems.v10i3.697.
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The South African Institute for Chartered Accountants (SAICA) recently (2005) announced guidelines for a syllabus for Ethics that is to be included in the undergraduate studies of students studying towards the Chartered Accountant (CA) qualification. The purpose of this paper is to make a critical comparison between the objectives and the outcomes of the SAICA Ethics syllabus to determine whether the proposed outcomes match the proposed objectives. A teaching-learning competency framework for applied ethics will be introduced first, to provide a theoretical framework within which the stated comparison between the proposed objectives and outcomes of the Ethics syllabus can be carried out.
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de Jager, Phillip, Ilse Lubbe, and Elmarie Papageorgiou. "The South African chartered accountant academic." Meditari Accountancy Research 26, no. 2 (June 4, 2018): 263–83. http://dx.doi.org/10.1108/medar-03-2017-0125.
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Purpose Accounting academics in the South African system understand their primary responsibility to be the teaching of prospective Chartered Accountants (CAs) rather than the advancement of knowledge through research. The purpose of this study is to determine what factors motivate accounting academics who are CAs to obtain doctorates in an environment dominated by the profession, where promotion is possible to Full Professor without a Doctorate but not without the professional qualification of CA. And did these doctoral CAs face challenges on their journey, such as resistance from colleagues? Design/methodology/approach A total of 22 academic CAs with doctorates and 18 academic CAs studying towards doctorates were surveyed to gain a deeper understanding of who they are, what their motivations were for undertaking the doctorate journey and what they experienced. Findings The main finding of this study is that the culture of accounting departments in South Africa is beginning to shift from being teaching orientated towards being more research orientated. The CAs are pursuing doctorates for the purpose of career progression and for intrinsic personal reasons. The main challenges that they faced on their journey were finding the time for family and a social life and a lack of support from colleagues and their institution. However, support seems to be improving. Research limitations/implications The change to a research-orientated culture in South African departments of accounting, as envisioned by Van der Schyf (2008), is only now starting to take place. These CAs with doctorates provide evidence of that change. Originality/value The value of this study is to provide accounting academics and the profession with a better understanding of, and a greater sensitivity to, accounting academics operating under the influence of the South African Institute of Chartered Accountants (SAICA). The study also adds to the limited amount of literature on the motives and experiences of doctoral students, especially accounting doctoral students.
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Wessels, P. L. "Information technology and the education of professional accountants." Meditari Accountancy Research 12, no. 1 (April 1, 2004): 219–34. http://dx.doi.org/10.1108/10222529200400012.
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One of the objectives of accounting education at South African universities is to prepare students for positions as professional accountants. The bulk of current education at South African universities focuses on the acquisition of technical knowledge through courses or modules focused on financial accounting. The South African Institute of Chartered Accountants, which is the dominant professional accounting body in South Africa, is mainly responsible for prescribing the body of knowledge that is taught. However, current accounting education is challenged by major changes in the environment in which professional accountants are operating. One of the major factors that affect this environment is the impact of information technology on the accounting profession. The purpose of this article is twofold: firstly, to investigate the extent of the changing environment in which professional accountants will need to operate in future, focusing specifically on information technology; and secondly, to determine the need for future research that will identify strategies for closing the gap between the current education of accountants at South African universities and what will be expected from them in their profession in future.
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Strauss-Keevy, Monique. "Education programmes' responsibilities regarding pervasive skills." Journal of Economic and Financial Sciences 7, no. 2 (July 31, 2014): 415–32. http://dx.doi.org/10.4102/jef.v7i2.148.
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The Competency Framework of the South African Institute of Chartered Accountants (SAICA) details specific competencies, but also places emphasis on the pervasive skills that need to be attained by candidates in order to qualify as South African chartered accountants (CAs (SA)). This article presents the results of a literature review and empirical work that provides conflicting results as to whether the education, the training or a combination of the programmes are responsible for ensuring that aspirant CAs (SA) are equipped with pervasive skills. This study returned significant findings, indicating that SAICA-accredited academics are not aware of their responsibility to ensure that aspirant CAs (SA) have achieved all the competencies as set out in SAICA’s Competency Framework. While this apparent shortcoming may exist, it is the responsibility of the Heads of Academic Departments and SAICA alike to further inform academics that the onus to transfer both competencies (specific and pervasive) rests predominantly with them.
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Steenkamp, Gretha. "Student perceptions regarding the new training programme for chartered accountants." Journal of Economic and Financial Sciences 5, no. 2 (October 31, 2012): 481–98. http://dx.doi.org/10.4102/jef.v5i2.295.
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The South African Institute of Chartered Accountants (SAICA) recently introduced a competency-based accreditation process for chartered accountants (CAs). This changed the structure of the practical training period or ‘articles’ (which is now called the CA 2010 training programme). The new training programme has an increased focus on developing ‘pervasive skills’ (which include personal and professional skills, such as leadership, communication and ethics), and allows trainees to gain detailed experience in a specific focus area. Students, who would be affected by these changes, were surveyed regarding their perceptions of this new training programme. The students were positive about the focus on pervasive skills. However, many felt that the changes (especially the elective focus area) were communicated too late, as they had already signed with auditing firms, and would be forced into an auditing focus area. Many students were worried about possible changes to Part II of the Qualifying Examination (QE 2).
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Stiglingh, M., and J. F. M. Kotzé. "Openbaarmaking van belastinginligting in die finansiële verslae van maatskappye: Vereistes, riglyne en mate van voldoening." Meditari Accountancy Research 10, no. 1 (April 1, 2002): 187–208. http://dx.doi.org/10.1108/10222529200200010.
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The purpose of this study was to determine the requirements and guidelines for the disclosure of taxation information in the financial reports of South African companies in order to determine the extent to which leading South African companies comply with these requirements and guidelines. It was determined that there are comprehensive requirements and guidelines in respect of the disclosure of taxation information in the financial reports of South African companies. These requirements and guidelines are regulated by the Companies Act, No. 61 of 1973, as well as the statements of Generally Accepted Accounting Practice that are issued by the South African Institute of Chartered Accountants. The analyses undertaken of the financial statements of the selected companies indicate that leading companies in South Africa comply to a large extent with the requirements and guidelines for the disclosure of taxation information in financial reports.
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Warffemius, Petra, Lukas Kruger, and Gretha Steenkamp. "SAICA's academic traineeship programme: would guidelines facilitate focused skills development?" Journal of Economic and Financial Sciences 8, no. 2 (July 30, 2015): 354–71. http://dx.doi.org/10.4102/jef.v8i2.98.
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The South African Institute of Chartered Accountants (SAICA) developed the Academic Traineeship Programme (ATP) to give trainee chartered accountants (CAs) the opportunity to complete one of their three training years in an academic environment. The structure and guidelines of the ATP should be reconsidered given changes in the overall CA (SA) Training Programme (e.g. increased focus on the development of the prescribed competencies, especially pervasive skills) and in the academic environment (e.g. increased emphasis on research). This article presents the findings of a study that surveyed current academic trainees and found that they spend most of their time on the presentation of tutorials, marking of assessments and student consultation. The surveyed academic trainees believe that stricter guidelines for how they spend their time would be beneficial; also, they would prefer to do more lecturing and research. Guidelines are proposed based on an inclusive stakeholder model and on SAICA’s Competency Framework, which shows increased focus on research and the setting of assessments.
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Doussy, Elizabeth, and Frank Doussy. "Analysing annual financial statements of public ordinary secondary schools in the Tshwane north district, South Africa." Journal of Governance and Regulation 4, no. 3 (2015): 250–58. http://dx.doi.org/10.22495/jgr_v4_i3_c2_p7.
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This paper presents the results from an analysis of the annual financial statements of public ordinary secondary schools in the Tshwane North District, South Africa. The analysis was done to assess the quality of these annual financial statements as well as the apparent usefulness thereof for the parents of the learners in the school. These users are probably most concerned with the quality and usefulness of information presented to them for providing the necessary assurance that the funds received by the school are properly accounted for and used to the advantage of their children. The results suggest that assurance in this regard is lacking as audits are not done at all, or are of an extremely poor quality. The quality of the financial statements is also poor, with scant regard for Generally Accepted Accounting Practice or the South African Schools Act. Urgent intervention from the Education Departments is needed to ensure that the South African Schools Act is adhered to and that proper audits are conducted by suitably qualified accountants and auditors. The South African Institute for Chartered Accountants (SAICA) should also play a more positive role in this regard by ensuring that audit practices are enforced and quality annual financial statements are presented.
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Rudman, Riaan J., and Wandi Kruger-Van Renen. "South African students' perceptions of the usefulness of a management accounting simulation." Journal of Economic and Financial Sciences 7, no. 1 (April 30, 2014): 187–212. http://dx.doi.org/10.4102/jef.v7i1.136.
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Professional bodies such as the International Federation of Accountants and related bodies such as the South African Institute of Chartered Accountants require Information Technology (IT) to be integrated with the professional subjects, which includes Management Accounting. This has been a recent development in the training of professional accountants. Historically, universities have mainly focused on numerical problem-solving, but there has been a shift in focus from numerical problem-solving only to integrating numerical problem-solving with strategic and business matters.The Department of Accounting at Stellenbosch University developed a management accounting simulation in the form of a business plan project covering the entire process of launching a new business idea. Students select a new business concept, research the viability thereof and prepare various sets of financial information and a business plan. The learning objective of the simulation is to integrate management accounting with IT, and expose students to a real-life business experience.A questionnaire was developed to evaluate students’ perceptions of the benefits and disadvantages of a simulation, including a business plan project as a teaching tool. Responses to the appropriateness of a simulation as a teaching tool were favourable. Respondents felt that it helped them to understand both management accounting as well as IT functionalities better.
Dissertations / Theses on the topic "African Institute of Chartered Accountants"
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Pieterse, D. J. L. (Dirk Johannes Louis). "An evaluation of the suitability of guideline AC201 of the South African Institute of Chartered Accountants and of a new proposed method of inflation adjustment." Thesis, Stellenbosch : Stellenbosch University, 1987. http://hdl.handle.net/10019.1/65472.
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Technical report (MBA) -- University of Stellenbosch, 1987.University of Stellenbosch Business School
ENGLISH ABSTRACT: Two methods of inflation adjustments are explained and evaluated to determine which method gives better results for a company with a given capital structure. The objective was to lay down a method to predict, without detai l and difficult ca l culus , the preferred method to use for a company with a known financial structure . The resul ts of the two methods and for differen t companies notated on the Johannesburg Stock Exchange , are shown in the Appendices.
AFRIKAASE OPSOMMING: Twee metodes vir inflasie regstelling is verduidelik en geevalueer ten einde vas te stel watter metode beter resultate lewer vir 'n maatskappy met 'n gegewe kapitaalstruktuur. Die doelwit was om 'n metode daar te stel om te voorspel. sander detail berekeninge. watter metode verkieslik is vir 'n maatskappy met 'n bekende finansiele struktuur. Die resultate van die twee metodes en vir verskillende maatskappye genoteer op die Johannesburgse Effekte Beurs is getoon in bylaagvorm.
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Jonker, Janien. ""Place of effective management" - a South Africa perspective." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/26663.
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The comments submitted by The South African Institute of Chartered Accountants (hereinafter referred to as “SAICA”) to the Discussion Paper issued by the South African Revenue Service (hereinafter referred to as “SARS”) in respect of Interpretation Note 61, included the following important introductory comments: “We heartily welcome and endorse the revised approach, which brings the South African interpretation closer to international norm. South Africa is too small an economy in the world to be out of step with the general consensus view, including the views of our main treaty partners (who are mainly OECD members). It also reduces the prospect of having to resort to a mutual agreement procedure; not to mention reducing the likelihood of litigation in the South African courts.” South Africa‟s approach to the determination of a legal person‟s “place of effective management” (hereinafter referred to as “POEM”) differs from the international approach and has resulted not only in adverse tax implications, but also in a lot of uncertainty for various taxpayers.Dissertation (LLM)--University of Pretoria, 2013.
Mercantile Law
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Dehrmann, Luiza. "Predictors of examination success in the SAICA qualifying examinations." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80094.
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Thesis (MComm)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The objective of the study was to identify predictors of success in the SAICA Board Examination. The study considered various personality states and traits, cognitive ability, learning and study strategies and academic progress as predictors of academic success of auditing trainees writing the SAICA board examinations in order to qualify as Chartered Accountants. A detailed literature review was undertaken which identified that academic success has successfully been predicted by the Big Five personality traits, cognitive ability, by elements of psychological capital more specifically hope, efficacy, resiliency and optimism. The literature also confirmed the successful prediction of academic success through prior learning achievements and the implementation of study and learning strategies. The research study was an ex post facto, quantitative and exploratory study. The study sample consisted of a group of 126 auditing trainees from three of the Big Four auditing firms who were preparing to write the Public Practice Examination (“PPE”). These students were assessed by means of a test battery consisting of the Basic Traits Inventory, which assessed personality traits, the Ravens Advanced Progressive Matrix, which tested cognitive ability, the Psychological Capital Questionnaire in order to test positive psychology states, and the Learning and Study Strategies Inventory to test a number of study and learning techniques. The study also gathered biographical information pertaining to past academic results in terms of third year accounting marks and results from their Certificate in the Theory of Accounting. The study identified hope and auditing as strong predictors of success in the PPE SAICA Board examination. It went further to investigate the predictors of success in the qualifications leading up to the PPE. The study confirmed that third year accounting results is a strong predictor of success at the Certificate in the Theory of Accounting (CTA) level. A number of personality states and traits, study and learning strategies and indices of prior academic success, proved to be good predictors of success in the QE1 and PPE SAICA Board Examinations. It further identified prior academic progression as a successful predictor of success in the PPE. The overall conclusion of the study was that the success of the PPE cannot be considered in isolation, but rather based on the identified predictors of personality states and traits, study and learning strategies and academic progress throughout the academic career of an aspiring Chartered Accountant.
AFRIKAANSE OPSOMMING: Die doelwit van die studie was die identifisering van voorspellers ten opsigte van sukses in die SAICA Raadseksamen. Verskillende persoonlikheidstipes en -eienskappe, kognitiewe vermoë, leer- en studiemetodes, sowel as akademiese vordering is as voorspellers van akademiese sukses van ouditkundekwekelinge, wat die SAICA Raadseksamens aflê, ten einde as Geoktrooieerde Rekenmeesters te kwalifiseer, tydens die studie in ag geneem. 'n Volledige literatuurstudie is onderneem waartydens daar gevind is dat akademiese sukses suksesvol deur die "Groot Vyf" persoonliksheidseienskappe, kognitiewe vermoë, elemente van sielkundige kapitaal, en meer spesifiek hoop, selfbekwaamheid, veerkragtigheid en optimisme, voorspel kon word. Die literatuurstudie het ook die suksesvolle voorspelling van akademiese sukses deur middel van voorafgaande akademiese prestasies, sowel as die implementering van studiemetodes bevestig. Die navorsingstudie was 'n ex post facto, kwantitatiewe en eksploratiewe studie. Die steekproef het uit 'n groep van 126 ouditkunde kwekelinge, vanuit drie van die "Groot Vier" ouditeursmaatskappye bestaan. Die studente was in die proses van voorbereiding vir die aflê van die Public Practice Examination (PPE). Hierdie studente is geëvalueer deur middel van 'n toetsbattery wat bestaan het uit 'n Basic Traits-persoonlikheidsvraelys, die Ravens Advanced Progressive Matrix, wat kognitiewe vermoëns assesseer, die Psychological Capital-vraelys, wat aangewend word om die positiewe sielkundige toestand te evalueer, asook die Learning and Study Strategies Inventory om 'n aantal studie- en leermetodes te evalueer. Die studie het ook biografiese inligting ingesamel, wat verband hou met akademiese prestasie met betrekking tot die derdejaarsprestasie in rekeningkunde, asook akademiese sukses behaal tydens die Sertifikaat in die Teorie van Rekeningkunde. Die studie het hoop en ouditkunde as sterk voorspellers van akademiese sukses in die PPE geïdentifiseer. Verder het die studie ook ondersoek ingestel na akademiese sukses tydens die voorafgaande kwalifikasies in die aanloop tot die PPE, as voorspeller. Die studie het 'n aantal persoonlikheidstipes en -eienskappe, sowel as studie- en leermetodes as sterk voorspellers van akademiese sukses in die SAICA raadseksamens bevestig. Verder het die studie voorafgaande akademiese vordering as 'n suksesvolle voorspeller van akademiese sukses in die PPE geïdentifiseer. Die algemene gevolgtrekking van die studie is dat sukses in die PPE-Raadseksamen nie in isolasie oorweeg kan word nie, maar eerder gebaseer moet word op die geïdentifiseerde voorspellers van persoonlikheidstipes en -eienskappe, leer- en studiemetodes en akademiese sukses gedurende die totale akademiese loopbaan van 'n aspirant Geoktrooieerde Rekenmeester.
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Devonport, Bernadette Frances. "Women in accounting: their careers and membership of the Institute of Chartered Accountants in New Zealand." Thesis, University of Canterbury. History, 2007. http://hdl.handle.net/10092/986.
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This thesis studies the relationship between the careers of women in accounting in New Zealand in the twentieth century and their membership of, and contribution to, the major accounting association in this country, the Institute of Chartered Accountants of New Zealand. The relationship is placed within historical context. In recent decades there has been much research on the experiences of female professionals in their workplaces but little of this research has been on the involvement of these women in their professional associations. Yet these associations have an important role in defining, controlling and representing professions. This thesis argues, using accounting as an example, that there is a parallel between the careers of professional women and their participation in their professional associations. In New Zealand, as the social climate changed during the twentieth century so too did women's membership in the Institute and their employment as public accountants. The level and type of women's contribution in the Institute has reflected their participation in the wider profession.
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Devonport, Bernadette Frances. "The History of Accounting Standards in New Zealand: An Evaluation of the Role of the Institute of Chartered Accountants of New Zealand." Thesis, University of Canterbury. School of Humanities, 2011. http://hdl.handle.net/10092/6215.
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Professions are characterised by the services they provide and in accounting this includes standard setting. The accounting profession became increasingly involved in the regulation of external financial reporting during the twentieth century by setting standards of accounting practice for its members and entity stakeholders. This narrative analysis of the history of accounting standards in New Zealand focuses on why the accounting profession in New Zealand, as elsewhere in the English-speaking world, assumed the responsibility to draft accounting standards. It argues that accountants did so to maintain their professional status.
The New Zealand Institute of Chartered Accountants was instrumental in creating accounting standards in New Zealand. Cautious to begin with, the Institute soon became a progressive and innovative standard setter, not only developing a conceptual framework for New Zealand standards but also making the standards sector neutral. The Institute retained control of the drafting of accounting standards even when, as happened in the latter decades of the twentieth century, the New Zealand Government became more involved in the standard setting process. Recent changes in the standard setting process, however, such as the development and use of international accounting standards and the creation of statutory bodies to draft and authorise standards raise questions about the accounting profession’s continuing use of standard setting as a mechanism for maintaining professional reputation.
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West, Sumaya. "From novice to expert: assessment of the levels of expertise of South African Chartered Accountants and Auditors in an academic and professional programme using the Dreyfus's Five-Stage Model of Skills Acquisition." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24510.
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Knowledge in professional and business related courses are grounded in real-world business contexts, which influence the theoretical aspects of an academic programme. Most students in South Africa lack prior business and auditing knowledge, which makes it difficult for them to transfer the theoretical business knowledge, skills and attributes acquired in an educational setting, to the workplace setting. The challenge for auditing educators is to facilitate the acquisition and transfer of theoretical auditing knowledge in preparation of and application for the workplace. Research studies suggest that there is a key dilemma within continuing professional education and development, which mainly relates to the tension between the academic knowledge, skills and attributes and the knowledge, skills and attributes required in professional auditing practice. The purpose of this qualitative study was to assess and compare the development of professional competencies and related expertise of different individuals at different stages in their professional auditing careers. The Dreyfus's five-stage model of skill acquisition (Dreyfus's model) offers a useful theoretical framework for understanding how individuals acquire knowledge and skills through formal instruction and experience. The five stages of the Dreyfus model are identified as novice, advanced beginner, competent, proficient and expert. In this study, the adapted Dreyfus's model was used to assess the knowledge and skills needed of auditors at various stages in an academic and professional training programme in South Africa. Using ten semi-structured interviews, this study highlights the differences in the levels of expertise between experienced auditors and auditors at the novice stage of proficiency. Participants in this study included audit graduates, audit trainees and audit managers. The study found that there were distinct stages in skills development, generally in line with those suggested by the Dreyfus's model, and that there were major shifts in individuals' practice with the development of professional expertise. Central to the movement from one stage to the next is the way in which meaningful connections are made between what is already known (theory) and its application (practice). In developing a framework for understanding what auditing knowledge, skills and experiences are required at various stages, this study informs further development plans for educational workplace settings that are specifically designed for individuals to progress from one developmental stage to another.
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Strauss-Keevy, Monique. "Perceptions of accounting academics on the delivery of pervasive skills under the SAICA Competency Framework." Thesis, 2014. http://hdl.handle.net/10210/8795.
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M.Comm. (Auditing)2009, SAICA released its Competency Framework. The Competency Framework detailed specific competencies to be achieved at entry point into the profession, but placed specific emphasis on pervasive qualities and skills. The competencies in the Competency Framework now form the foundation of SAICA’s qualification model, which will be assessed in the revised Part I and Part II in 2013 and 2014 respectively. As a consequence, SAICA-accredited academic providers are now being tasked to deliver not only specific competencies, but also pervasive qualities and skills. No research had been conducted on the views of individual academics at SAICA-accredited academic programmes on the delivery methods that result in the acquisition/development and assessment of SAICA’s pervasive qualities and skills, as well as on the challenges related to the delivery of these competencies. Thus, there was significant pressure on academic providers to respond to SAICA’s requirements in the Competency Framework, and, in the context of this dissertation, to respond vis-à-vis pervasive qualities and skills. The research problem was addressed by following a two-pronged approach, which firstly entailed conducting an extensive literature review and then performing empirical work. The literature review identified delivery methods that are recognized by IFAC, applied by CAGE member bodies’ and used in the accounting profession to equip candidates with pervasive qualities and skills. The empirical work solicited the views of individual academics at SAICA’s accredited academic programmes on delivery methods that may be applied in the transfer of pervasive qualities and skills, and on the challenges associated with this debate. This study found that an array of delivery methods must be used in the delivery of competencies, and formulated 19 acquisition/development and 17 assessment methods that may be applied by academic providers in addressing SAICA’s pervasive qualities and skills, and by HODS in drafting policies that address these competencies. In addition, this dissertation highlighted the inconsistencies between academics providing instruction on the undergraduate programme and their honours counterparts. It was emphasized that competence is a continual process, and that the onus to deliver all SAICA’s competencies rests with the academic providers during their education programmes. Furthermore, the research findings make a significant contribution to the existing body of knowledge on pervasive qualities and skills.
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Terblanche, Ester Aletta Jacomina. "Measuring the accessibility of accountancy programmes with special emphasis on chartered accountancy in South Africa." Diss., 2014. http://hdl.handle.net/10500/18369.
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South Africa is experiencing a financial skills shortage with a severe shortage of accountants and chartered accountants in particular. The aim of this study was to measure accessibility of public higher education in South Africa, in general and specifically relating to accountancy programmes with special emphasis on chartered accountancy programmes in South Africa, by making use of selected accessibility indicators. Although some of these indicators have been used to measure accessibility of higher education in general both locally and internationally, they are not often used to measure accessibility of a programme for a particular profession such as accountancy or chartered accountancy. This study aimed to fill this gap by measuring the selected accessibility indicators and providing subsequent rankings of the four public universities selected for this study. The results can be used by institutions that offer accountancy and chartered accountancy programmes as well as the South African Institute of Chartered Accountants, as the profession’s Education and Training Quality Assurance body, to evaluate the accessibility of accountancy as well as chartered accountancy programmes.Financial Accounting
M. Compt. (Applied Accountancy)
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Gaie-Booysen, Felicia. "Lobbying of the accounting standard-setter by South Africa companies." Diss., 2016. http://hdl.handle.net/10500/22170.
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This study examined the lobbying of the International Accounting Standards Board (IASB) by South African companies. The aim of this study was to establish the timing and methods of lobbying of the IASB by South African companies.
Central to this study was the seminal work of Sutton (1984), predicting when and how companies lobby an accounting standard-setter. The research hypotheses for this study were formulated on the basis of Sutton’s (1984) predictions.
The online questionnaire in this study was distributed to the top 100 JSE primary listed companies in order to collect primary data to test the four hypotheses regarding the timing, methods and perceived effectiveness of lobbying by South African companies.
The findings of the empirical investigation indicated that most South African companies lobby later in the due process of the IASB and prefer using their auditors to support their views at the IASB. The findings are subject to certain limitations that are addressed in the study.
Lastly, the researcher provided recommendations for future research in accounting standard-setting in South Africa.Financial Accounting
M. Phil. (Accounting Sciences)
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Maree, K. W., and S. E. Radloff. "Factors affecting ethical judgement of South African chartered accountants." 2007. http://hdl.handle.net/10962/d1001647.
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The start of the twenty-first century was marred by a spate of company collapses that involved fraudulent accounting activity. In many cases, company executives, many of whom belonged to the accounting profession, perpetrated the fraud. As a result, internationally, the accounting profession has suffered an enormous loss of goodwill, and its reputation as a profession with integrity has been severely harmed. Accounting professionals are no longer accorded the high regard they commanded in the past. The consequences for the profession have been far-reaching: accounting now faces a long, uphill battle to restore its reputation and to regain the trust of the international business community. This study replicates two famous international studies in the South African context. The focus of the study was to establish whether factors such as the Code of Professional Conduct of the South African Institute of Chartered Accountants (SAICA), the corporate ethical environment and their age influence the ethical judgement of individual accountants. The first such study was conducted in the United States of America (USA), and it was followed by similar research in Turkey. The results of these two studies suggested very different factors that could influence accountants' ethical judgement. The study reported in this article investigated South African chartered accountants; and its results were similar to those obtained in the US study.
Books on the topic "African Institute of Chartered Accountants"
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Institute of Chartered Accountants of Ontario. Charter of incorporation and by-laws. [Toronto?: s.n.], 1991.
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Chartered Institute of Management Accountants. Chartered institute of management accountants business taxation: 1992 examinations question bank. London: Foulks Lynch, 1991.
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Institute of Chartered Accountants of Ontario. The Institute of Chartered Accountants of Ontario library rules and catalogue. [Ontario?: s.n.], 1995.
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Chartered Institute of Management Accountants. Directory of members in practice. London: The Institute, 1995.
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Chartered Institute of Management Accountants. Directory of members in practice. London: The Institute, 1996.
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Loft, Anne. Coming into the light: A study of the development of a professional association for cost accountants in Britain in the wake of the First World War. London: Chartered Institute of Management Accountants, 1990.
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Accountants, Chartered Institute of Management. Directory of members in practice. London: Chartered Institute of Management Accountants, 1997.
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Chartered Institute of Management Accountants. Directory of members in practice. London: The Institute, 1997.
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Institute of Chartered Accountants of Scotland. Report of a Joint Working Party set up by the Councils of the Institute of Chartered Accountants of Scotland and the Institute of Chartered Accountants in England & Wales. [Edinburgh?]: [The Institutes], 1988.
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Institute of Chartered Accountants of Nova Scotia, ed. The first 100 years: A history of the Institute of Chartered Accountants of Nova Scotia. Halifax, N.S: Institute of Chartered Accountants of Nova Scotia, 2001.
Find full textBook chapters on the topic "African Institute of Chartered Accountants"
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SHACKLETON, KEN. "The Evolution of Education Policy within the Institute of Chartered Accountants of Scotland." In International Handbook of Accounting Education and Certification, 417–44. Elsevier, 1992. http://dx.doi.org/10.1016/b978-0-08-041372-3.50035-4.
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Hamer, Kenneth. "Estoppel." In Professional Conduct Casebook. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817246.003.0027.
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The Supreme Court held that the doctrine of cause of action estoppel applied to successive complaints before a professional disciplinary body, that disciplinary proceedings were civil in nature and that therefore the principles of res judicata applied, and that there was no reason why cause of action estoppel should not apply to successive sets of proceedings before the Disciplinary Committee of the Institute of Chartered Accountants in England and Wales (ICAEW). The Supreme Court so held in allowing an appeal by C-W, a chartered accountant, against the Court of Appeal, which had upheld the dismissal of his application for judicial review of the decision by the Committee to refuse to dismiss a second complaint based on the same facts of a first complaint that had been dismissed on the merits.
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Hamer, Kenneth. "Amendment." In Professional Conduct Casebook. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817246.003.0004.
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The disciplinary rules of most regulatory bodies provide for amendment at a substantive hearing of the charge or allegation provided it can be done without unfairness to the practitioner. Many regulators’ rules provide for amendment at any time during the hearing: see, for example, those of the General Medical Council, Bar Standards Board, and Chartered Institute of Management Accountants. Other bodies provide for amendment at any stage before the panel makes its findings of fact: see, for example, the Nursing and Midwifery Council, General Dental Council, and General Pharmaceutical Council.
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Hamer, Kenneth. "Whistleblowing." In Professional Conduct Casebook. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817246.003.0083.
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Institute of Chartered Accountants in England and Wales, Disciplinary Bye-laws 2017, article 9(1) (‘Any person may bring to the attention of the head of staff any facts or matters indicating that a member, a firm or a provisional member may have become liable to disciplinary action under these bye-laws or the [Accountancy and Actuarial Discipline Board] Scheme or the [Joint Disciplinary Scheme]; and it is the duty of every member, where it is in the public interest for him to do so, to report to the head of staff any such facts or matters of which he is aware’)
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Hamer, Kenneth. "Proportionality." In Professional Conduct Casebook. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817246.003.0062.
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Proportionality is part of the legal framework of all regulators, particularly at the stages of interim orders and sanction. Proportionality is expressly referred to when considering sanction in the Chartered Institute of Management Accountants, Disciplinary Committee Rules 2015, rule 24(7) (in deciding what sanctions are to be imposed, the panel shall take into account the issue of proportionality). The fitness to practise rules of other bodies may state that the committee shall have regard to any sanctions guidance issued by the regulator: see, for example, General Pharmaceutical Council (Fitness to Practise and Disqualification etc) Rules 2010, rule 31(14), and Bar Standards Board, Disciplinary Tribunals Regulations 2017, rE204. The guidance itself will often say that the panel should make sure that any sanction it imposes is appropriate and proportionate, based on the individual facts of the case, and is in the public interest.
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"land Society of Accountants. Sir G. Mason Allard, President of the Chartered Institute, was President of of the Commonwealth Institute, undertook the secretarial duties. As the published proceedings of it is un-to give any account of it in this place, beyond that its success surpassed the hopes of its * * * * *." In Accounting in Australia (RLE Accounting), 386. Routledge, 2013. http://dx.doi.org/10.4324/9781315867519-162.
Full textConference papers on the topic "African Institute of Chartered Accountants"
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Ciolomic, Ioana Andreea, and Ioana Natalia Beleiu. "THE ROLE OF INTERNATIONAL AND PROFESSIONAL ORGANISATIONS’ IN DEFINING STATE-OWNED ENTERPRISES." In Fourth International Scientific Conference ITEMA Recent Advances in Information Technology, Tourism, Economics, Management and Agriculture. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/itema.2020.83.
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owned enterprises (SOEs) have an essential role in national economies worldwide, but regardless of their acknowledged contribution to the global markets, divergent opinions and approaches can be observed when defining and characterizing these entities. On the other hand, international organizations such as OECD, International Monetary Fund, European Commission, United Nations, World Trade Organizations, World Bank, Asian Development Bank, and professional organizations such as IPSASB and Chartered Institute of Management Accountants have an essential role in SOEs' activity. One of the biggest challenges that professional bodies have nowadays is to find a unique definition to match the need of practitioners and capture the complexity of SOEs. Even if there can be identified some common approaches between academicians, international, and professional organizations, there are some delicate areas that require substantial efforts for clarifications. The paper addresses this topic, aiming to clarify the main aspects concerning the definition of SOEs from international and professional organizations' points of view based on qualitative research methods.