Preparing Underprepared Students for Higher Education and Beyond: The Development and Implementation of an Integrated Project

Autor/inn/en	Mungal, Avika; Cloete, Melanie
Titel	Preparing Underprepared Students for Higher Education and Beyond: The Development and Implementation of an Integrated Project
Quelle	In: Accounting Education, 25 (2016) 3, S.203-222 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2016.1157760
Schlagwörter	Higher Education; Accounting; Foreign Countries; Program Development; Employment Qualifications; College Preparation; Outcomes of Education; Lifelong Learning; Education Work Relationship; Student Centered Learning; Work Environment; Small Businesses; Employment Potential; Sustainability; Assignments; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Abrechnung; Buchführung; Buchhaltung; Ausland; Programmplanung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Lernleistung; Schulerfolg; Life-long learning; Lebenslanges Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Arbeitsmilieu; Kleingewerbe; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Nachhaltigkeit; Assignment; Auftrag; Zuweisung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A current problem faced in South Africa is that university graduates are weak and underprepared for the work environment. The purpose of this study was to assist students in bridging the aforementioned gap and to ease the transition from theory to practice. The aim of the study was to critically analyse the development and implementation of the integrated project. This study targeted first-year (Extended Curriculum Programme) students, who had been identified as being underprepared for higher education. The factors that initiated the design and development of the integrated project were the South African Qualifications Authority, Critical Cross Field Outcomes and the University of Technology's National Diploma in Cost and Management Accounting exit level outcome, which promote lifelong learning. The integrated project was an authentic assessment which required students to transfer their theoretical knowledge obtained in the classroom to assist small businesses within the community. Academics should be encouraged to use authentic problems in the designing of assessments which will promote student-centredness and lifelong learning. With the continuous engagement of an integrated project, these first-year underprepared students will be better equipped to adjust and excel in the work environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01