Browsing by Author "Terblanche, Judith"

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    Cultivating socially just responsible citizens in relation to university accounting education in South Africa
    (Stellenbosch : Stellenbosch University, 2019-12) Terblanche, Judith; Waghid, Yusef; Stellenbosch University. Faculty of Education. Education Policy Studies.
    ENGLISH SUMMARY : The aim of this study – situated within the particular South African context that has been marred by systemic inequality and social injustice – was to determine whether higher education institutions could cultivate and nurture socially responsible democratic citizens. Secondary research questions focused on the required teaching and learning practices that support democratic citizenship education, and on the identity of the university educator responsible for implementing these teaching and learning practices. In particular, the focus was on the advantages of utilising deliberative encounters as a pedagogical strategy in higher education. In the development of the study, the emphasis particularly shifted to the consideration of whether deliberative encounters could assist in cultivating socially responsible chartered accountants. The research approach used was pragmatism, which was appropriate to focus on the possible responses to existing societal problems. Within this framework, deconstruction was applied as method in order to determine whether any marginalised voices were absent from this particular discourse. Through applying Foucault’s genealogical analysis to the chartered accountancy educational landscape in South Africa, three mechanisms of disciplinary power were identified, namely the accreditation process, the issue of a competency framework and the writing of an examination. As a result of these mechanisms in operation, it was found that critical thinking pertaining to knowledge construction, the decoloniality of the curriculum, deliberative encounters as teaching and learning practice, and principles in support of the ubuntu practice were largely absent from the chartered accountancy educational landscape. In response to the above-mentioned findings, the study proposes that the re-education of the chartered accountancy profession should include a re-negotiation of the relations and roles of each stakeholder involved in the education process. The study further argues for a transformation in terms of the identity construction of a chartered accountant. Chartered accountants should primarily identify as responsible future business leaders with a unique professional skill set as secondary requisite. Furthermore, various teaching and learning practices that support democratic citizenship education and which could result in the cultivation of socially responsible chartered accountants should be adopted by chartered accountancy university educators at higher education institutions.
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    An information technology governance framework for the public sector
    (Stellenbosch : Stellenbosch University, 2011-12) Terblanche, Judith; Boshoff, W. H.; Butler, R.; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Accountancy.
    ENGLISH ABSTRACT: Information technology (IT) has an impact on the accomplishments of the entity (Kaselowski, 2008:83). Traditionally, public sector entities struggle to gain any value from the IT environment and regularly overspend on IT projects. In South Africa the Third King Report on Corporate Governance (King III) introduced ‘The governance of IT’ (IODSA, 2009) applicable to both private and public sector entities. Although generic IT frameworks such as ITIL and COBIT exist and are used by private and public entities to govern the IT environment, public sector entities require a specific IT governance framework suited to the unique characteristics and business processes of the public sector entity. Taking into account the unique nature of the public sector entity, the purpose of this study was to assist public sector entities in their IT governance efforts through the development of a framework to be used to govern IT effectively, since sufficient guidance for the public sector does not exist. Leopoldi (2005) specifically pointed out that a top-bottom framework could be limiting for entities operating in a diverse field and having complicated organisational structures, both characteristics integral to the public sector environment. Since a topbottom and a bottom-top approach fulfil different purposes, both are needed for IT governance in the public sector entity. By combining the two approaches and focusing on the unique environment of the public sector entity, a governance framework can be established. This will ensure that insight has been gained into the IT environment and the business processes and that true alignment between the business and the IT environment for the public sector entity has been achieved. This framework developed will assist the public sector entity in governing the IT environment unique to this industry and will equip public sector management with a framework to govern IT more effectively, while under pressure of public scrutiny.
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    Reimagining a solitary landscape : tracing communities of care in Exodus 1-2 and the film Shirley Adams
    (Old Testament Society of South Africa, 2016) Van der Walt, Charlene; Terblanche, Judith
    The 2009 film, Shirley Adams, directed by the South African director, Oliver Hermanus, depicts Shirley as the lone caregiver to her son, a victim of gang violence on the Cape Flats (South Africa) which rendered him physically disabled and emotionally scared. The film is used as a lens to explore the inter sectionality of poverty, violence, gender, class, race, and disability within the South African society. The film's intimate portrayal of Shirley in her efforts to care for her son leaves the viewer without any illusion of the problems facing caregivers. Shirley's solitary effort to embody hope in a stark situation of despair is contrasted with the life giving possibilities contained within so called "communities of care. " The community in Exod 1-3 that forms around Moses as identified by Feminist Biblical Scholars is used as an illuminating example. This paper explores the intertextual dialogue between two seemingly distant texts as Shirley Adams enters into creative conversation with a imaginative group of women creating a community of care around one who is helpless and vulnerable. The essay facilitates this interaction between film and Bible text by dynamically shifting in focus between the two distant story landscapes and in the process ultimately imagines an alternative reality for the seemingly isolated Shirley Adams.