Bachelor of Accounting

Purpose

This qualification aims to provide a well-rounded, technically focused education that equips graduates with the technical knowledge base, proficiency and pervasive skills which will enable them to demonstrate initiative and responsibility, leading to the development of leadership qualities. Graduates will be able to learn to analyse financial information, audit information, maintain records and scrutinise budgets, which will allow them to pursue practical and rewarding careers in local, national, regional and global business and the public sector.

Rationale

Research conducted on behalf of the South African Institute of Chartered Accountants (SAICA) has indicated that South Africa is currently experiencing a shortage of 22 000 accountants. This Degree, the Bachelor of Accounting will specifically be based on the educational requirements of SAICA. The introduction of the qualification will mean that the institution will offer two Degree qualifications, viz. the Bachelor of Accounting, which is aimed at learners who want to qualify as chartered accountants (CA), and the Bachelor of Commerce in Accounting which will provide learners with a more general education in Accountancy. The Bachelor of Commerce: Accounting allows learners to register with professional bodies other than SAICA.

The introduction of a separate Bachelor of Accounting qualification will enable the institution to achieve the necessary differentiation between the CA-focussed qualification and the Bachelor of Commerce in Accounting which aims to meet other, broader requirements and needs. It is therefore envisaged that two separate qualifications will enable the institution to provide the Bachelor of Commerce: Accounting qualification with a unique character through which it could more effectively develop accountants other than Chartered Accountants (CA's).

• Competency in Mathematics, at NQF Level 4.
• Good oral and written communication skills in the relevant medium of instruction, at NQF level 4.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning may be applied to enable learners who do not meet all the access requirements to gain access to the qualification. Knowledge and experience acquired through prior formal, non-formal etc and informal learning may be assessed through the RPL process.

Access to the Qualification

• A National Senior Certificate granting entry into Bachelor studies, or equivalent NQF Level 4 qualification both with a pass in Mathematics.
• Senior Certificate, with a pass in Mathematics.

The qualification consists of two modules at NQF Level 5, eleven modules at NQF Level 6 and five modules at NQF Level 7. All modules are compulsory and are worth a total of 390 Credits.

Modules

NQF Level 5, (52 Credits)

• Accounting 100, 28 Credits.
• Economics 100, 24 Credits.

NQF Level 6 (192 Credits)

• Introduction to Law 100, 24 Credits.
• Commerce 100, 24 Credits.
• Business Mathematics, 14 Credits.
• Accounting Studies 100, 12 Credits.
• Accounting 200, 30 Credits.
• Financial Management 200, 28 Credits.
• Informatics 100, 12 Credits.
• Auditing 200, 12 Credits.
• Commercial Law 100, 12 Credits.
• Taxation 200, 12 Credits.
• Governance and Citizenship, 12 Credits.

NQF Level 7 (146 Credits)

• Accounting Studies 200, 10 Credits.
• Accounting 300, 34 Credits.
• Financial Management 300, 34 Credits.
• Taxation 300, 34 Credits.
• Auditing 300, 34 Credits.

1. Demonstrate foundational knowledge in a range of core disciplines, including business ethics, mathematics, statistics, accounting, taxation and commercial law.
2. Apply critical ability in the evaluation of Accountancy problems to propose solutions to a variety of problems that might arise in the course of managing a business.
3. Function effectively as an individual in teams that may be diverse in terms of gender, race, religion and culture.
4. Show the ability to provide accurate financial information to management for decision making.

Critical Cross-Field Outcomes

This qualification allows all the Critical Cross-Field Outcomes to be addressed.

Associated Assessment Criteria for Exit Level Outcome 1

• An understanding and knowledge of the purpose and objective of the subject matter is demonstrated.
• An understanding of how content relates to the discipline as a whole and to other disciplines is demonstrated.
• The knowledge and understanding of the detail, including procedural and numerical aspects specific to the subject matter is demonstrated.
• The aspects of the content that are core to understanding the subject matter are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 2

• The significance of the competency and the types of circumstances in which it would arise or be applied are identified and explained.
• An awareness of the key ideas and principles within the required technical area are understood.
• All elements of a specified task are successfully completed.
• Identified problems are clearly analysed.
• Potential solutions to various business and professional problems are formulated and proposed.
• An appropriate course of action is concluded.
• Multi-disciplinary approaches to conceptual thinking and problem solving are used.

Associated Assessment Criteria for Exit Level Outcome 3

• An understanding of the national and international environment is demonstrated.
• Time is managed effectively.
• All actions are ethical and professional.
• Change is managed in an innovative manner to add value.
• Leadership and inovation are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• Budgets are set and the company or product performance is evaluated in a broader concept of profit making.
• Performance is measured to enable management to make decisions in relation to the company's objectives.
• Corporate reports that are generally accepted in the Accounting practice are prepared.

Integrated Assessment

Assessments are conducted in strict compliance with the Assessment policy of the University of Johannesburg. This qualification follows the Financial and Economic Sciences Faculty's assessment policy. Learning and assessment must be integrated. Continuous formative assessment gives feedback to learners on their progress in the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning in relation to the exit-level outcomes of the qualification. Such judgement includes integrated assessment(s) which test the learner's ability to integrate the larger body of knowledge, applied competencies, skills and attitudes that are represented by the exit-level outcomes as a whole.