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Статті в журналах з теми "Undergraduate accounting study"
Williams, Satina V., and Bill N. Schwartz. "Accounting History in Undergraduate Introductory Financial Accounting Courses: An Exploratory Study." Journal of Education for Business 77, no. 4 (March 2002): 198–202. http://dx.doi.org/10.1080/08832320209599071.
Повний текст джерелаKapoor, M. Rai, and K. Hung Chan. "Education of the Professional Accountant: An Empirical Study." Canadian Journal of Higher Education 15, no. 2 (August 31, 1985): 53–73. http://dx.doi.org/10.47678/cjhe.v15i2.182964.
Повний текст джерелаHandoyo, Sofik. "Study Motivation, Academic Performance and Career Commitment in Accounting Profession." Dinamika Pendidikan 13, no. 1 (June 30, 2018): 106–18. http://dx.doi.org/10.15294/dp.v13i1.13816.
Повний текст джерелаClikeman, Paul M., and Steven L. Henning. "The Socialization of Undergraduate Accounting Students." Issues in Accounting Education 15, no. 1 (February 1, 2000): 1–17. http://dx.doi.org/10.2308/iace.2000.15.1.1.
Повний текст джерелаBaker, Ron, and Sara Wick. "Undergraduate accounting students’ perception of a course in accounting research and theory." Accounting Research Journal 33, no. 1 (January 2, 2020): 217–33. http://dx.doi.org/10.1108/arj-07-2018-0122.
Повний текст джерелаTowers-Clark, Jane. "Undergraduate accounting students: prepared for the workplace?" Journal of International Education in Business 8, no. 1 (May 5, 2015): 37–48. http://dx.doi.org/10.1108/jieb-11-2013-0043.
Повний текст джерелаKusumaningsih, Ambar. "Factors Affecting Whistleblowing Intention : A Study of Accounting Undergraduate Students." AKRUAL: Jurnal Akuntansi 13, no. 1 (October 7, 2021): 109–18. http://dx.doi.org/10.26740/jaj.v13n1.p109-118.
Повний текст джерела., Rochmawati, S. Rohayati, A. Listiadi, and I. Widayati. "Development of Module MYOB Accounting Undergraduate Study Program for the Students of Accounting Education." KnE Social Sciences 3, no. 11 (March 24, 2019): 208. http://dx.doi.org/10.18502/kss.v3i11.4008.
Повний текст джерелаAjayi, Tijani Ahmed, Obioma Vivian Ugwoke, Edith Ogomegbunam Onyeanu, Robinson Onuora Ugwoke, and Adaorah R. Onuorah. "Investigation of Financial Literacy and Money Attitudes Among First-Year Undergraduate Accounting Students: A Rational Emotive Behavior Therapy-Based Coaching Intervention." SAGE Open 12, no. 3 (July 2022): 215824402211177. http://dx.doi.org/10.1177/21582440221117795.
Повний текст джерелаHermanson, Dana R., Mary Callahan Hill, and Daniel M. Ivancevich. "Information Technology In The Undergraduate Accounting Curriculum." Review of Business Information Systems (RBIS) 3, no. 4 (October 1, 1999): 1–10. http://dx.doi.org/10.19030/rbis.v3i4.5439.
Повний текст джерелаДисертації з теми "Undergraduate accounting study"
Dingus, Alyssa. "Technology in Accounting: A qualitative study of undergraduate preparedness." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/634.
Повний текст джерелаWarhurst, Jordan. "A Study of Ethics for Accounting Students at East Tennessee State University." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/honors/305.
Повний текст джерелаSenik, Rosmila. "Understanding information technology skills development in undergraduate accounting programme : a grounded theory study." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444951.
Повний текст джерелаAppiah-Sokye, George. "Exploratory Multiple-Case Study of Illinois External Auditors' Perceptions of Fraud Education in Undergraduate Accounting Programs." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181182.
Повний текст джерелаExternal auditors do not have the capacity to detect corporate fraud, even though accounting scholars have agreed on the perceived importance of fraud detection. There is a need to integrate fraud detection courses and forensic accounting topics into undergraduate training. This study addressed the problem of external auditors’ detection of less than 5% of fraud cases resulting from their lack of fraud detection topics and courses from their undergraduate studies. The purpose of this qualitative exploratory multiple-case study was to explore external auditors’ perspectives on expected competencies and fraud detection topics and courses from their undergraduate accounting programs and whether this education prepared them to detect corporate fraud. An exploratory, holistic, multiple-case study research methodology was utilized for the study. A purposive snowball criterion sampling was used to recruit 12 participants with bachelor’s degree and at least 1 year of experience in the auditing field in Northern Illinois. The list of membership provided by professional accounting bodies was used to recruit the participants. The external auditors’ perspectives were captured as data using open-ended questions in a semi-structured face-to-face interview format. A five-phased research analysis was applied for qualitative data analysis with the help of NVivo 11 software to identify themes associated with the research questions. A total of sixteen themes, made of nine major themes and seven minor themes, emerged from the study and formed the basis of the findings. The results of the study indicated that external auditors have not detected corporate fraud in practice. Furthermore, fraud education received in the undergraduate accounting programs was not sufficient for corporate fraud detection. Competencies for corporate fraud detection in auditing practice were found to be low among external auditors and four strategies were suggested for integrating fraud education into college accounting programs. The outcome of this study supported recommendations for practical accounting application and future research was recommended for replication of study in other geographic locations to compare the perspectives of educators, management, and internal auditors with a focus on other frauds involving credit cards, payroll, fraudulent billing, inventory, and theft or stealing to build on, extend, confirm, or disconfirm them.
Freitas, Sheizi Calheira de. "An Exploratory Study on ENADE Evaluation Report Utilization and its Impact on Undergraduate Accounting Program Performance in Brazil." Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo, 2012. http://repositorio.ufba.br/ri/handle/ri/19584.
Повний текст джерелаRejected by Marivalda Araujo (masilva@ufba.br), reason: Falta incluir a folha de aprovação.Peço que refaça o depósito e coloque a folha de aprovação. on 2016-06-02T16:59:13Z (GMT)
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FAPESB, CAPES, FULBRIGHT
O programa Brasileiro de avaliação da educação superior, largamente conhecido pelo Exame Nacional de Desempenho de Estudantes (ENADE), representa um esforço governamental para reunir informações sobre a qualidade dos cursos de graduação. Como um produto da avaliação, um relatório é disponibilizado para cada curso avaliado; e saber em que extensão esses relatórios são utilizados pelos coordenadores de cursos de graduação em ciências contábeis, assim como qual é o impacto do uso desse relatório sobre a performance dos cursos, foram os principais objetivos desse estudo. Fundamentado teoricamente na literatura sobre uso de avaliação, um questionário, que inclui uma escala para mensurar tipos de utilização, foi desenvolvido e aplicado. Com base em uma taxa de resposta de 62% (322 questionários completos), quatro diferentes aspectos foram analisados: (1) estudo dos fatores associados ao uso do relatório de avaliação do ENADE, através de regressão logística; (2) análise descritiva acerca da incidência de uso dos relatórios de avaliação, e acerca dos tipos de uso mais frequentes entre os coordenadores de cursos de ciências contábeis; (3) estudo do impacto da utilização, bem como do uso inadequado dos relatórios de avaliação, sobre o desempenho dos cursos de graduação em ciências contábeis na avaliação subsequente, por meio de regressão múltipla; e (4) análise descritiva das razões apontadas pelos coordenadores para o não uso dos relatórios de avaliação. Os principais resultados, a partir das evidências reunidas pelo presente estudo, foram: quanto maior o número de anos do coordenador no cargo, a sua titulação, o seu envolvimento no processo de avaliação e quanto mais positiva a sua percepção sobre a efetividade da comunicação entre o INEP e os cursos, maior a probabilidade de uso do relatório do ENADE; o uso conceitual foi o mais frequente entre os coordenadores pesquisados; a falta de conhecimento sobre a disponibilidade online dos relatórios de avaliação foi a principal causa de não uso verificada entre os pesquisados; e por fim, foi identificada uma correlação positiva entre o uso do relatório do ENADE e o desempenho dos cursos de graduação em ciências contábeis na avaliação subsequente.
The Brazilian program of higher education evaluation, broadly known by the National Exam of Students’ Performance (ENADE), represents a governmental effort to gather information on undergraduate educational quality. As a product of that evaluation, reports are made available to each program evaluated; the main intent of the present research is to discover the extent to which these reports are used by undergraduate accounting program administrators and the impact of evaluation utilization on the programs’ performance. Based on the theoretical support of the literature on evaluation utilization, a web-based survey was developed and applied to collect the data. With a response rate of 62% (322 completed surveys), analyses were conducted through four steps: (1) a logistic regression to verify which factors were associated with the use of the ENADE evaluation report, (2) a descriptive verification of the incidence of use of the evaluation report among the undergraduate accounting program administrators and the most frequent types of use that they report, (3) multiple regressions to analyze the impact of the evaluation report’s use or misuse on the programs’ performance in the subsequent evaluation, and (4) a descriptive analysis of the reasons for the nonuse of the evaluation report. The key findings of this research were as follows: the longer the program administrator’s tenure, the higher his or her academic degree, the greater his or her involvement in the evaluation process, and the more positive his or her perception of the effectiveness of the communication between the evaluator and the programs, the greater the likelihood that the ENADE evaluation report would be used; the most frequent type of use among the administrators studied was conceptual; the main reason for nonuse was a lack of information about the online availability of the evaluation report; and finally, there was a positive correlation between the use of the ENADE evaluation report and the performance of undergraduate accounting programs in the subsequent evaluation.
Huffman, William E. (William Eugene). "Fluency Training as a Pedagogical Tool to Improve Performance of Undergraduate Students Enrolled in the First Financial Accounting Course at a Regional Oklahoma University." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278248/.
Повний текст джерелаMiranda, Gilberto José. "Relações entre as qualificações do professor e o desempenho discente nos cursos de graduação em contabilidade no Brasil." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-16032012-190355/.
Повний текст джерелаResearchers from the Accounting area who discuss teaching methods point out two essential qualifications for an Accounting Course faculty: academic qualification (Qac), which refers to the teacher\'s preparation to conduct research; and professional qualification (Qpr), which is characterized by the link that the teacher maintains with current professional practices in the labour market. Literature in the Educational area which discusses teaching at university reveals a third qualification: pedagogical qualification (Qpe), i.e., the systematized preparation for teaching at university. Based not only on the theoretical framework, but also on the low performance of Accountancy students in Sufficiency Exams such as the one promoted by the Federal Accounting Council (CFC) and the National Student Performance Exam (ENADE), the general aim of this research is to investigate the relation between students and teachers\' qualification in Brazilian Accountancy graduation courses. According to the revised literature, the factors that characterized the teachers\' qualifications were collected and later on evaluated by a commission of experts by means of the Delphi technique. A questionnaire was constructed based on these factors, and it was administered to managers (coordinators, chiefs of department and deans) from 218 educational institutions (IES) in Brazilian Accountancy courses. The teachers\' performance was measured considering the results of the ENADE (2009) of students who are about to graduate. It was verified that only 7% of the faculty in the institutions investigated have a doctorate degree; and only 14% have publications with the Qualis/CAPES standards A1, A2, B1, B2; just 1% of current teachers in the IES studied have international credentials; and only 5% have the Exchange Commission (CVM) auditor credentials. The South of Brazil encloses the highest averages in the ENADE results as well as the highest averages related to academic, professional and pedagogical qualification. Next is the South-East, which has the second highest average at ENADE, along with the second highest averages concerning academic and professional qualifications. The lowest averages at the ENADE evaluation and academic qualification were found in the North. The results partially confirm the established hypothesis because only the academic qualification presented a significant regression coefficient - to the 5% level (p-value=0,000) -, and significant positive correlation - to the 1% level - with the ENADE results. The professional and pedagogical qualifications did not present significant correlations with the ENADE results of students who are graduating. It was also verified that the Qpe and Qac are significantly correlated. In addition, the Qac index is significantly higher in public institutions than in private ones. Most public institutions investigated were universities, which usually have more teachers with post-graduate stricto sensu degrees and more relevant publications. These results and the testimonies of those who answered the questionnaire point to the need of expanding the number of stricto sensu programmes in Accounting courses in Brazil, especially in more distant places in the South and South-East. To this end, it is necessary that Coordinating Body for the Improvement of Postgraduate Studies in Higher Education (CAPES) strengthens policies that support the expansion of Accounting stricto sensu post-graduation programmes. Furthermore, the Ministry of Education should establish policies to qualify teachers of IES which offer Accountancy courses, especially in private institutions, which would have stronger possibilities of increasing the level of students\' performance if they qualified their teachers academically. Finally, similarly to what happens abroad, it is important that the evaluation mechanisms include specificities of the accounting profession and value the professional qualification of accountants.
Santos, Nalbia de Araujo. "Determinantes do desempenho acadêmico dos alunos dos cursos de ciências contábeis." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-11062012-164530/.
Повний текст джерелаThe first large-scale standardized test that composed the evaluation system of higher education implemented by the Brazilian government, by Law 9131, 1995, the National Examination of Courses (ENC) - General Test, with application period from 1996 to 2003. In 2004, the forward was replaced by the National Survey of Students\' Performance (Enade), by Law 10,861, establishing the National System of Higher Education Evaluation (SINAES), to obtain knowledge, skills and academic skills, previously defined by educational guidelines and developed by his students during graduation courses. Graduation students from Accountancy Courses participated in \"Provão\" in 2002/2003 and in Enade/2006/2009. However, the historical general knowledge of those students, who were taking their last year, according to National Institute of Educational Studies AnísioTeixeira (INEP), in a scale from 0 to 100, was an average of 32.0 in \"Provão\"/2002/2003 and 33.9 in Enade/2006. In this sense, the aim of this study was to analyze the effect of individual and institutional features concerning the academic achievement of such students, by means of the results in Provão\"/2002/2003 and in Enade/2006. The theoretical foundations of educational production function guided this study. The series of micro data from \"Provão\" 1997 to 2003, Enade/2006 and Census of Higher Education (CES) 1995 to 2009, shown in INEP homepage, were the main resources for this research. It was used the focus group technique to collect evidence and help to validate the content of the two \"Provão\" and Enade editions, as well as to develop a critical analysis about such instruments. According to the interpretation of the accounts of the participants, it was observed that the contents assessed in \"Provão\" 2002/2003 and in Enade/2006 could be an approximation of knowledge, especially technical in the Accountancy area. The focus group participants suggested that that it is necessary to reassess whether the issues of the instruments are evaluating the skills set. It was used hierarchical linear model, with maximum likelihood method to develop estimates for 2002, 2003 and 2006. The main findings suggest a significant association between the academic achievement of the Accountancy last year students of 2002, 2003 and 2006 and their own features, as well as their families´. For example, genre, time dedicated to study, family wage, having taken high school in public schools and some IES features, as having had professors with content domain and who used mainly expositive classes. In the category pair effect, it was found in the years studied a negative and significant relationship of the academic achievement if the student was single. Moreover, the findings showed that the effect in students´ performance tended to be positive in institutions where professors had a master or a doctor degree, a full time job - 40 hours a week, or exclusive dedication to teaching and used mainly researches as educational technique in 2003 and 2006. To sum up, this work contributed to analyze the effect of institutional features upon the academic achievement of the area, and to indicate possible implications of politics adopted by the institutions. For example, the decision to hire or train professors who have got master and doctor degrees.
Marriott, Pru. "A study of the factors that affect the learning experiences of accounting undergraduates in higher education." Thesis, University of South Wales, 2007. https://pure.southwales.ac.uk/en/studentthesis/a-study-of-the-factors-that-affect-the-learning-experiences-of-accounting-undergraduates-in-higher-education(a2d3ecea-ac92-4eac-8406-3538b179180d).html.
Повний текст джерелаSwart, Odette. "Developing an alternative assessment framework for undergraduate accountancy modules in Open Distance Learning (ODL)." Thesis, 2019. http://hdl.handle.net/10500/26316.
Повний текст джерелаWorldwide, students compete for a limited number of places at universities. By increasing the use of distance education, more students could have access to tertiary education. The problem addressed in this study related to the challenges faced by an ODL university to assess undergraduate modules in accounting sciences by way of technology-enhanced, non-venue-based alternative assessments, instead of the traditional venue-based examinations. The purpose of the current study was to develop an alternative assessment framework for ODL undergraduate accounting sciences modules as a possible solution to the assessment challenges faced by accounting graduates and universities in an ODL environment. The legitimacy of qualifications was considered by reviewing the identity verification of students and other ethical issues, as well as the influence on the accreditation by professional and other regulatory and governing bodies. Institutional and neo-institutional theories were used within the ODL context as foundational principles. Design-based research was used to develop two conceptual frameworks – one based on the theoretical elements and the other on non-venue-based alternative assessments in the ODL context. The two conceptual frameworks were evaluated using interviews conducted with ODL lecturers and members of professional accounting bodies. Thereafter, the data were analysed using thematic analysis. Triangulation was used as a final evaluation of the conceptual frameworks by analysing comments from students included in reports from an alternative assessment pilot study. The two conceptual frameworks were combined in one final framework. This final framework demonstrates how the institutional theory affects the institution and, specifically, internal issues. Due to the complexity of the ODL institution, external influences (such as technology) result in aspects of the neo-institutional theory becoming even more relevant to the current study. This complexity, together with the mimetic forces of technology and innovation, creates uncertainty. However, it became clear from the data analysis that coercive and normative forces result in ‘more certainty’. The alignment of these isomorphic forces resulted in legitimacy. Due to the importance of technology in the ODL environment, it became clear that technology should be anthropomorphically considered a stakeholder in the ODL institution. The inclusion of stakeholder theory created improved performance and the potential for innovation in order to ensure the legitimacy of qualifications.
Studente ding wêreldwyd mee vir 'n beperkte aantal plekke in universiteite. Indien die gebruik van afstandsonderrig uitgebrei word, kan meer studente toegang tot tersiêre onderwys kry. Die probleem waarop hierdie studie fokus is die uitdagings van 'n OAO-universiteit om voorgraadse modules in rekeningkundige wetenskappe te assesseer deur middel van tegnologies verbeterde, nie-lokaalgebaseerde alternatiewe assesserings in plaas van die tradisionele, lokaalgebaseerde eksamens. Die doel van die huidige studie was om 'n alternatiewe assesseringsraamwerk vir voorgraadse rekeningkundige wetenskapmodules in OAO te ontwikkel as 'n moontlike oplossing vir die assesseringsuitdagings van rekeningkundige gegradueerdes en universiteite in ’n OAO-omgewing. Die geldigheid van kwalifikasies is oorweeg deur 'n oorsig te doen oor die identiteitsverifiëring van studente en ander etiese aangeleenthede, asook die invloed op die akkreditasie deur professionele en ander regulatiewe beheerliggame. Institusionele en neo-institusionele teorieë is in die OAO-konteks as grondbeginsels gebruik. Ontwerpgebaseerde navorsing is gebruik om twee konseptuele raamwerke te ontwikkel – een gebaseer op die teoretiese elemente en die ander op nie-lokaalgebaseerde alternatiewe assesserings in die OAO-konteks. Die twee konseptuele raamwerke is geëvalueer aan die hand van onderhoude met OAO-dosente en lede van professionele rekeningkundige liggame. Hierna is die data deur middel van tematiese analise ontleed. Triangulasie is gebruik as 'n finale evaluering van die konseptuele raamwerke deur die kommentaar van studente wat in verslae van 'n alternatiewe assesseringsvoorstudie ingesluit is, te evalueer. Die twee konseptuele raamwerke is in een finale raamwerk gekombineer. Hierdie finale raamwerk demonstreer hoe die institusionele teorie die instelling en, spesifiek, interne aangeleenthede beïnvloed. As gevolg van die kompleksiteit van die OAO-instelling, veroorsaak eksterne invloede (soos tegnologie) dat die neo-institusionele teorie selfs meer relevant vir die huidige studie word. Hierdie kompleksiteit, tesame met die mimetiese magte van tegnologie en innovasie, skep onsekerheid. Dit is egter duidelik uit die data-analise dat dwang- en normatiewe magte ‘meer sekerheid’ veroorsaak. Die belyning van hierdie isomorfiese magte veroorsaak geldigheid. As gevolg van die belangrikheid van tegnologie in die OAO-omgewing, is dit duidelik dat tegnologie antropomorfies beskou moet word as 'n belanghebber in die OAO-instelling. Die insluiting van die belanghebbende teorie het verbeterde prestasie en die potensiaal vir innovasie tot gevolg gehad, om sodoende die geldigheid van kwalifikasies te verseker.
Emhlabeni wonke, abafundi bazabalazela ukuthola ithuba lokungena kwizindawo ezingamanyuvesi amancane ngenani. Ngokukhulisa izinga lokusetshenziswa kohlelo lokufunda ukude, abafundi abaningi bebangakwazi ukungena emazikweni ezemfundo aphakemeyo. Inkinga exazululwa kulolu cwaningo imayelana nezinselelo ezibhekene nenyuvesi yohlelo lwe-ODL ukuhlola amamojuli asesigabeni seziqu zokuqala kwisayensi ye-accounting ngendlela yoncedo lobuchwepheshe, ngezinye izinhlelo zokuhlola ezingenziwa endaweni eyodwa, kunokusebenzisa uhlelo olwejwayelekile lokuhlolwa okwenziwa endaweni eyodwaethize. Inhloso yocwaningo lwamanje kwaye kungukwakha esinye isakhiwo sokuhlola samamojuli esayensi ye-accounting yeziqu zokuqala, lokhu kwenziwa njengekhambi elingaxazulula izinselelo zokuhlola ezibhekene nabafundi besifundo se-accounting kanye namanyuvesi akusizinda sohlelo lwe-ODL. Udaba lokuba semthethweni kweziqu luye lwabhekwa ngokubuyekeza ukuqinisekiswa kwamagama abafundi kanye nezinye izindaba ezimayelana nemigomo yokuziphatha, kanye nomthelela phezu kokwamukelwa kwamaprofeshinali kanye nezinye izinhlaka eziqinisa umthetho kanye nezinye izinhlaka eziphetheyo. Amathiyori eziko kanye nalawo ohlelo olusha lwamaziko asetshenziswe ngaphakathi kwesizinda se-ODL njengemigomo eyisisekelo. Ucwaningo olususelwa kwidizayini lusetshenziswe ukwakha izinhlaka ezimbili zegama – olunye uhlaka lususelwe kwizinto zethiyori kanye nakwezinye izinhlelo zokuhlola ezingasuselwa ezindaweni ezimile ngaphakathi kwesizinda se-ODL. Izinhlaka ezimbili zezakhiwo ziye zahlolwa ngokusebenzisa izinhlolovo ezenziwa abafundisi be-ODL kanye namalungu wezinhlangano eziprofeshinali zesifundo se-accounting. Ngemuva kwalokho, idatha ihlaziywe ngokusebenzisa uhlelo lokuhlaziya isihloko. Unxantathu wezinhlolovo (triangulation) usetshenziswe njengohlelo lokugcina lokuhlola izakhiwo zegama ngokuhlaziya izimvo ezivela kubafundi ezixutshwe kwimibiko evela ohlelweni lokuhlolwa kwesivivinyo socwaningo.Lezi zakhiwo zamagama ezimbili zihlanganiswe kuhlaka olulodwa lokugcina. Lolu hlaka lwesakhiwo lukhombisa indlela umqondo weziko othinta ngayo iziko, ikakhulu, izinto ezingaphakathi. Ngenxa yengxubevange yeziko elinohlelo lwe-ODL, imithelela evela ngaphandle (enjengobuchwepheshe) idala izinto ezihambelana nomqondo omusha weziko oya ngokuya uhambisane nesifundo samanje socwaningo. Le ngxubevange indawonye nemimoya yobuchwepheshe kanye namaqhinga amasha, kuletha isimo esingenakuqinisekiswa. Yize kunjalo, kuya ngokucaca ukusukela ekuhlaziyweni kwedatha ukuthi imimoya ephoqayo kanye naleyo eyejwayelekile idala isimo esingaziwa. Ukuhambisana kwalawa mandla okudalwe yizinto ezisemthethweni. Ngenxa yokubaluleka kobuchwepheshe kwisizinda se-ODL, kuye kwacaca ukuthi ubuchwepheshe kufanele buthathelwe phezulu njengesidlalindima kwiziko le-ODL. Ukufakwa komqondo womdlalindima kudale umsebenzi omuhle othuthukile kanye namathuba okuveza amaqhinga amasha ukuze kuqinisekiswe isimo sokuqinisekisa iziqu ukuthi zibe semthethweni.
College of Accounting Sciences
D. Phil. (Accounting Sciences)
Книги з теми "Undergraduate accounting study"
Kizilov, Aleksandr. Fundamentals of accounting (fundamentals of theory, business situations, tests). ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1038907.
Повний текст джерелаStoner, G. N. Computers rule OK?: A study of changing attitudes of accounting undergraduates. Glasgow: [University of Glasgow], 1990.
Знайти повний текст джерелаVoronina, Larisa. International standards on auditing: theory and practice. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1037951.
Повний текст джерелаЧастини книг з теми "Undergraduate accounting study"
Jia, Chunxiang. "Practicing Teaching Quality Monitoring and Evaluation Issues’ Study of Undergraduate Accounting Major." In Lecture Notes in Electrical Engineering, 533–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_85.
Повний текст джерелаMorpurgo, Mark T., and Ana Azevedo. "Investigating the Role of Professional Accounting Education in Enhancing Meta-Competency Development." In Advances in Human Resources Management and Organizational Development, 1–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6537-7.ch001.
Повний текст джерелаShepherd, Alice Katherine. "Making Class Time Count." In Cases on Active Blended Learning in Higher Education, 193–217. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7856-8.ch010.
Повний текст джерелаТези доповідей конференцій з теми "Undergraduate accounting study"
Sibarani, Choms Gary Ganda Tua, Andri Zainal, and Ulfa Nurhayani. "Accounting Anxiety in Accounting Education: A Case Study on Accounting Undergraduate Students in Universitas Negeri Medan." In Unimed International Conference on Economics Education and Social Science. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009496201050112.
Повний текст джерелаKelana, Bayu, Anggar Riskinanto, and Indah Navidah Hayati. "SPOC adoption in accounting course among Indonesian undergraduate students: A case study." In 2017 International Conference on Sustainable Information Engineering and Technology (SIET). IEEE, 2017. http://dx.doi.org/10.1109/siet.2017.8304172.
Повний текст джерелаParkinson, Dr Alan, and Lynsie Chew. "Student perceptions of e-learning components within an undergraduate Accounting module: a pilot study." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-1814_eel69.
Повний текст джерелаRante, Geraldine Claudia Ignatia, Nurhayati Haris, and Femilia Zahra. "Accounting Students’ Understanding of Assets, Liabilities and Equity by Different School of Origin: Study on Accounting Undergraduate Students at Tadulako University." In 2nd International Conference of Strategic Issues on Economics, Business and, Education (ICoSIEBE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220104.031.
Повний текст джерелаFitriantoro, Mohamad Jatiardi, and Nurul Husnah. "The Implementation of the End-User Computing Satisfaction Model into SCeLE: A Study of the Undergraduate Program of the Accounting Department in Universitas Indonesia." In 6th International Accounting Conference (IAC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iac-17.2018.27.
Повний текст джерелаThomas, Gen Norman, Aryusmar, and Lely Indriaty. "Analyzing Academic Results of Managerial Accounting Courses Using Offline and Online Learning at Undergraduate Study Program." In ICDTE 2022: 2022 6th International Conference on Digital Technology in Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3568739.3568777.
Повний текст джерелаMegawati, Arief Maulana, and Mega Asri Zona. "The Long Defining Factor of Undergraduate Students’ Term of Study on Economic Faculty Students of Universitas Negeri Padang." In 4th Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200305.119.
Повний текст джерелаAdenitan, Oluwatosin, and Mishelle Doorasamy. "Influence of Gender on Ethical Judgement: A Case Study of Undergraduate Accounting Students in a South African University." In Proceedings of the 3rd International Conference of Business, Accounting, and Economics, ICBAE 2022, 10-11 August 2022, Purwokerto, Central Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.10-8-2022.2320815.
Повний текст джерелаCarpenter, Riley, and Sihaam Shamsoodien. "The relationship between self-efficacy and accounting students' academic performance at a South African university." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12922.
Повний текст джерелаHeininger, Katie, Hong-En Chen, Kathryn Jablokow, and Scarlett R. Miller. "How Engineering Design Students’ Creative Preferences and Cognitive Styles Impact Their Concept Generation and Screening." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85942.
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