The academic success and failure of black chartered accounting graduates in South Africa: A distance education perspective

Elmarie Sadler · B.J. Erasmus

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Accounting Education and Careers Higher Education Research Studies Educational Outcomes and Influences

Abstract

This study was based on the perceptions of lecturers and black CTA students at Unisa, a South African distance education university regarding on factors that contribute to black students’ academic success and failure. The main purposes of the study were to help black CTA students to understand the reasons for success and failure better, and to improve lecturers’ teaching approach(es). The research shows that students and lecturers have divergent views on what factors contribute to academic success or failure and the relative importance of the various factors.

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2014South African Journal of Higher Education 2001Who Succeeds at University? Factors predicting academic performance in first year Australian university students 1990Individual study orchestrations and their association with learning outcome 2000Factors associated with academic time use and academic performance of college students: A recursive approach.

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2015Determinants of student performance in an accounting degree programme 2016Evaluation of an intervention aimed at developing the personal attributes of prospective entrants into the accounting profession 2015Gender differences in locus of control and student performance in the South African context of accounting studies 2012The readability of Managerial Accounting and Financial Management textbooks 2009Factors affecting Southern African students’ success in CIMA examinations

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