Exploring faculty perceptions of the value of advisory boards in accounting education curriculum development
Motubatse, Kgobalale Nebbel (2024)
Motubatse, Kgobalale Nebbel
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202403134321
https://urn.fi/URN:NBN:fi:amk-202403134321
Tiivistelmä
This study explores faculty members’ perceptions of the value of advisory boards in accounting education curriculum development. Thus, the study explores the role of advisory boards in accounting curriculum development; the composition of advisory boards; and key barriers encountered by curriculum developers and advisory boards. This study is encouraged by the fact that there are inconsistencies in the appointment of advisory committees and in the roles they play in curriculum development, even though the University of Technology (UoT) has issued a clear policy directive on the appointment of academic advisory committees to ensure that the learning programs they support are of outstanding quality, professionally relevant, and aligned with the latest developments and technologies in use in the professions, businesses, and industries graduates will enter. The study follows a qualitative research method to gain information about the perceptions of HoDs, advisory board members, academic managers, and alumni/graduates of the role of the advisory board on maintaining curriculum relevance in UoT’s Faculty of Economics and Finance. Semi-structured interviews were used to collect data from the participants. The study was limited to respondents associated with the UoT, and the results could be used to improve the practical effectiveness of advisory boards in the university, and to assess (and improve) the current policy on advisory boards based on the perceptions of the research participants. The findings could enhance the role and use of advisory boards in the Faculty of Economics and Finance at UoT.