Factors that promote students' engagement in an internship accounting programme
| dc.contributor.advisor | Frick, Liezel | en_ZA |
| dc.contributor.author | Machera, Precious Charakupa | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. | en_ZA |
| dc.date.accessioned | 2023-08-26T15:12:41Z | |
| dc.date.accessioned | 2024-01-08T12:19:18Z | |
| dc.date.available | 2023-08-26T15:12:41Z | |
| dc.date.available | 2024-01-08T12:19:18Z | |
| dc.date.issued | 2023-12 | |
| dc.description | Thesis (MPhil)--Stellenbosch University, 2023. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: The purpose of this study was to ascertain the factors that promote students’ engagement in an internship accounting programme at a private higher education Institution (PHEI) in Gaborone, Botswana. Student engagement can be defined as the desire to be involved in educationally purposeful activities, hence, the programmes and pedagogies are intended to influence student behaviour. Investigating student engagement within the particular context was warranted because higher education (HE) students are required to acquire lifelong practical skills to be used in the real world of work. Astin’s (2002) input-environment-output (I-E-O) model was used to frame the study theoretically. Due to the inquiry’s exploratory nature, an interpretivist approach was used. A case study methodology was adopted which allowed me to investigate the factors that promote student engagement in their real-life context. The ‘case’ in this study was an internship accounting programme at a PHEI in Botswana. A purposive approach to the case study selection was adopted where the unit of analysis was the perceptions of the third-year accounting students, lecturers and internship supervisors of student engagement. A total of 17 focus group participants from the same institution of higher learning agreed to take part in the study. Semi-structured interviews were conducted with three lecturers and the six internship supervisors. Document analysis was used to interpret the internship supervisor reports (ISRs) of the programme. The findings on the factors that promote students’ engagement in the internship accounting programme were analysed using the themes that emerged in this study. These themes highlight important aspects that promote student engagement in the studied internship programme. The students acknowledged that internship equipped them in acquiring practical, real-world work experience. However, in order for this to be achieved, a collective effort was required from (i) the students who had to actively participate in educationally purposeful activities to acquire knowledge, skills and competencies; (ii) the internship supervisors who needed to show their willingness to train the interns; (iii) the lecturers who had to change the teaching pedagogies and align them to the real world of work; and lastly, (iv) the institution of higher learning which had to provide support such as computer resources and the administrative policies that enhance teaching and learning. Furthermore, based on the themes that emerged from the internship supervisors, the internship supervisors requested the PHEI to provide internship guidelines and for the internship feedback to be implemented by both the lecturers and the institution of higher learning. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om vas te stel wat die faktore is wat studentebetrokkenheid bevorder binne 'n internskapprogram in rekeningkunde by 'n private hoëronderwysinstelling in Gaborone, Botswana. Studentebetrokkenheid kan gedefinieer word as die begeerte om betrokke te wees in opvoedkundig doelgerigte aktiwiteite; dus is die relevante programme en pedagogieë daarop gerig om studentegedrag te beïnvloed. 'n Ondersoek nastudentebetrokkenheid binne die spesifieke konteks was regverdigbaar omdat daar van hoëronderwysstudente verwag word om lewenslange praktiese vaardighede in die werklike werksomgewing te verwerf. Astin (2002) se inset-omgewing-uitset-model is gebruik om die studie teoreties te omraam. As gevolg van die ondersoek se verkennende aard is 'n interpretiewe benadering gebruik. 'n Gevallestudie-metodologie is gebruik wat my toegelaat het om die faktore wat studentebetrokkenheid bevorder binne 'n werklike konteks te ondersoek. Die ‘geval’ in hierdie studie was 'n internskapprogram in rekeningkunde aan 'n universiteit in Botswana. 'n Doelgerigte benadering tot die gevallestudie-seleksie is gevolg waar die eenheid van analise die persepsies was van die derdejaar rekeningkunde-studente, dosente en internskap-toesighouers van studentebetrokkenheid. Altesaam 17 studente-fokusgroepdeelnemers van dieselfde hoëronderwysinstelling het aan die studie deelgeneem. Semi-gestruktureerde onderhoude is gevoer met drie dosente en die ses internskaptoesighouers. Dokumentanalise is gebruik om die internskaptoesighouerverslae van die program te interpreteer. Die bevindinge oor die faktore wat studentebetrokkenheid bevorder in die internskaprekeningkundeprogram is geanaliseer met behulp van die temas wat uit die studie na vore gekom het. Hierdie temas beklemtoon belangrike faktore wat studentebetrokkenheid bevorder in die bestudeerde internskapprogram. Die studente erken dat die internskap hulle toegerus het om praktiese, werklike werkservaring te verwerf. Maar om dit te bereik, moes daar 'n gesamentlike poging wees van (i) die internskaptoesighouers wat ereidwilligheid moes wees om interns op te lei; (ii) die dosente wat hul onderrig pedagogieë moes verander en belyn met die werklike wêreld van werk; en laastens, (iii) die hoëronderwysinstelling wat ondersteuning moes bied, (soos rekenaar-hulpbronne en administratiewe beleid wat onderrig en leer sal bevorder) Gegrond op die temas wat voortgevloei het, het die internskaptoesighouers versoek dat die private hoëronderwysinstelling internskap-riglyne verskaf, en dat die internskap-terugvoer deur beide dosente en die hoëronderwysinstelling geïmplementeer word. | af_ZA |
| dc.description.version | Masters | |
| dc.format.extent | xiii, 135 pages : illustrations | |
| dc.identifier.uri | https://scholar.sun.ac.za/handle/10019.1/128820 | |
| dc.language.iso | en | |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject.lcsh | Accounting -- Study and teaching (Internship) | en_ZA |
| dc.subject.lcsh | Motivation in education | en_ZA |
| dc.subject.lcsh | Education, Higher | en_ZA |
| dc.subject.lcsh | Engagement (Philosophy) | en_ZA |
| dc.subject.name | UCTD | |
| dc.title | Factors that promote students' engagement in an internship accounting programme | en_ZA |
| dc.type | Thesis | en_ZA |
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