Master of Applied Accountancy

Purpose

The primary purpose of the qualification is to provide this qualification to the learners with higher-order skills to address and solve complex business problems using business-relevant insights, to develop strategies and to report on suggested interventions within Accounting Sciences and related fields.

Bringing real-world application into the qualification will prepare learners to contribute to the business environment and society in South Africa and develop business researchers and leaders.

Rationale

Due to global changes, three aspects require a need for change in the development of accounting sciences professionals, namely the social reality, developments in technology and the readily availability of information. Due to this fast changing environment, accounting sciences professionals are confronted with complex business problems that require innovative practices and a broader competence in order to be solved. These may include technical knowledge and skills, high levels of critical thinking and integrated practical solutions.

The primary purpose of this qualification is to provide South Africa (and other countries) with accounting sciences professionals that demonstrate a high level of intellectual independence. Learners must demonstrate the ability to solve complex problems, develop strategies and implement suitable interventions within accounting sciences practice and demonstrates the ability to lead within a changing accounting sciences environment. The South African Institute of Chartered Accountants (SAICA) strongly supports and endorses the proposed qualification.

Qualifying learners will typically be academically qualified individuals working in accounting sciences and related fields in all sectors of the economy. Obtaining this qualification will enable qualifying learners to address the specific needs identified by professional bodies (e.g. SAICA), for accountants with an ability to solve complex business problems.

The qualification will use productive learning in order to instil this level of competence. This will be achieved by guiding the learners in the learning process through proactively questioning current practices; immersing authentic experiences; introducing the theoretical evidence; bringing the 'real world' applications into the thinking; and reflecting on the learning experience.

The guidance process will be applied as follows

• Frame an authentic business problem within one of the fields of the accounting sciences, namely auditing, and/or financial accounting, and/or management accounting, and/or taxation, and/or public sector accountancy.
• Consult the professional community and the body of knowledge to obtain current practices and/or possible solutions.
• Develop solutions by negotiating alternative suitable interventions.
• Share the interventions in the form of a business research report that meets the requirements of a Master's level artefact, as described in the Higher Education Qualification Sub-Framework.

Learning-orientated assessments will be used to encourage sustainable assessment, which is the foundation of life-long learning. Assessments will not only meet the goals of the specific module, but will also be structured in such a manner that learners will be able to undertake their own assessment activities (e.g. business research) after completing the qualification. Each assessment as well as the combined assessments within the modules will focus on three main pillars:

• Conducting a task.
• Self-regulating and evaluation.
• Providing feedback.

Alternative assessment methods will be used to ensure that the primary purpose of the qualification is achieved and may include individual assignments, team work, collaboration with other stakeholders, gathering of information through formal and informal processes, to name a few.

This learning process will prepare learners to be life-long learners, employable business researchers, entrepreneurs, managers and leaders, and contributors to society and the business community.

Recognition of Prior Learning (RPL)

The Institution's RPL policy allows for RPL for access. This process provides the possibility of an alternative admission route into a formal qualification for those who do not meet the statutory and/or college admission requirements. The process recognises the relevant prior learning which has prepared a student to enter an academic qualification for which he/she does not meet the traditional admission requirements. The process is implemented as per RPL procedures manual for Academic staff.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Commerce Honours in Accounting Sciences, NQF Level 8.
• Postgraduate diploma in Accounting Sciences, NQF Level 8.
• Bachelor of Commerce Honours in Financial Accountancy, NQF Level 8.
• Bachelor of Commerce Honours in Chartered Accountancy, NQF Level 8.

A minimum of three-years applicable work experience in the accounting sciences and related fields.

This qualification consists of the following compulsory and elective modules at NQF Level 8 totalling 180 Credits.

Compulsory Modules NQF Level 9, 108 Credits

• Leading People, 24 Credits.
• Leading Strategic Change, 24 Credits.
• A business research report in the field of Accounting Sciences with a focus in: Auditing or Financial Accounting or Management Accounting or Taxation or Public Sector Accountancy, depending on the selected research topic.

Elective Modules NQF Level 9, 72 Credits (Choose 2)

• Integrated Organisational Governance Assurance, 36 Credits.
• Integrated Financial Accounting and Reporting, 36 Credits.
• Integrated Managerial Accounting and Finance, 36 Credits.
• Integrated Principles of Tax Administration, 36 Credits.
• Integrated Public Sector Accountancy, 36 Credits.

1. Apply specialist knowledge and skills of Auditing, Financial accounting, Management accounting, Taxation and Governance to implement methods of enquiry in order to solve complex and challenging real-world organisational or business challenges.
2. Identify, analyse, evaluate, critically reflect on and address a problem in the field of accounting through the application of evidence-based solutions.
3. Demonstrate advanced and specialised leadership skills by integrating process, content and context in evaluating and developing strategies at the business and corporate level.

Associated Assessment Criteria for Exit Level Outcome 1

• Integration of information from case studies is demonstrated in order to select and apply appropriate methods and techniques to solve problems.
• The ability to identify correct methods and techniques that are needed to convert raw data into a format that can be used to make management decisions is demonstrated.
• The application of appropriate methods and techniques to solve problems identified by students, lecturers and presented by real-world scenarios is demonstrated.
• The ability of critically evaluate and interpret annual financial reports which have been prepared in accordance with the relevant accounting frameworks is demonstrated.
• The ability to engage in scholarly and professional arguments on the benefits and applicability of different Financial Accounting frameworks is demonstrated.
• The ability to use knowledge, theory and Financial Accounting frameworks to creatively solve complex real-world problems is demonstrated.
• Legislation, case law and scholarly interpretation of a tax issue are identified, analysed and applied to solve real-world problems.
• The ability to provide solutions or opinions relating to complex tax matters is demonstrated.
• Understanding of tax matters is demonstrated through recommendations based on the analysis of a given tax issue.
• Understanding of Public sector accountancy solutions to address complex and challenging problems is demonstrated to solve conceptual and real-world case studies.
• The ability to engage in scholarly and professional debates on public sector accountancy mechanisms is demonstrated.
• Organisational Governance solutions are critically evaluated to address complex and challenging problems in order to solve complex conceptual and real-world case studies.
• The ability to engage in scholarly and professional debates on Organisational Governance mechanisms is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 2

• The ability to produce an acceptable business research report addressing a problem or challenge in an accounting field is demonstrated.
• A sound contribution to the organisational environment and society is demonstrated through a business research report containing ideas and solutions to problems or challenges as a means of sharing crucial ideas with practitioners in an accounting field.
• A business research report is prepared and presented in a language and style that is practiced in the particular accounting field.

Associated Assessment Criteria for Exit Level Outcome 3

• The strategic thinking of strategic leaders is critically evaluated.
• An understanding of different perspectives on and approaches to strategy development and change is demonstrated.
• An understanding of the role of strategic leaders in driving strategic change is demonstrated.
• An understanding of the importance of organisational architecture in strategic management as considered during strategic planning is demonstrated.
• The ability to critically evaluate the processes of sensing, transformation and strategic decision-making in an organisation is demonstrated.
• The ability to make sound recommendations on organisational processes and structures for creativity and innovation is demonstrated.
• An understanding of the innovativeness of organisations is demonstrated and recommendations made on what organisations can do to increase innovativeness are assessed.
• An understanding of the innovation efforts of an organisation are demonstrated and recommendations made on how to improve its innovation performance are assessed.

Integrated Assessment

Assessment will integrate knowledge, applied competence as well as technical and pervasive skills.

There is regular and continuous personal interaction between the supervisor and the learner to review and evaluate progress of the learner. Working on the modules and business report in the qualification entail both summative and formative assessment. Evaluation of assignments in the modules and the supervisor's continuous input in the report-writing stage are formative, while the final evaluation of the modules and business report is summative.