Research in Social Sciences and Technology (E-Journals)
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Analysing Relationally Entangled Sustainable Learning Environments for Employability of Accounting Teacher Education Graduates in Unequal Post COVID - 19 Contexts
Full text linkSouth Africa is still burdened by its history of colonisation and apartheid, manifesting through a high burden of disease due to rampant poverty, which is a function of unprecedentedly low rates of employment, estimated to be around 37 % among the 18- to 34-year-old Black African youth. The intersectionality of inequalities regarding race, rural versus urban divide, gender binaries, and socio-economic status, among others, seems to be a significant determinant of such. To remedy the problem, attempts have been made to increase the levels of education among the youth. Unfortunately, even the Black African graduates also seem to swell the ranks of the unemployed. In this paper, through qualitative approaches of participatory action research, we exemplify how transforming the Accounting Teacher Education Programme (ATEP), guided by equally multi-perspectival and multilayered lenses of relationality and entanglement learned from COVID-19’s experiences, enabled the study to promote holistic approaches towards achieving positive developmental outcomes and increased possibilities of employment
Power, Knowledge, and Marginalization: A Foucauldian Analysis of Children from Low-Income Immigrant Households in Norway
Full text linkThis study critically analyzes the discursive constructions of immigrant children from low-income households in Norwegian official publications between 2014 and 2024. The study uses Foucauldian discourse analysis to explore the representation of these children, the power dynamics and knowledge claims present in these discourses, and the implications for policy interventions and resource allocation. The analysis focuses on publications from key institutions, including the Directorate of Integration and Diversity, the Ministry of Children and Families, the Ministry of Labor and Social Inclusion, the Norwegian Labor and Welfare Administration, and Statistics Norway. The findings reveal that the portrayal of these children as vulnerable and socio-economically disadvantaged frequently exacerbates their challenges due to their immigrant background and poverty status. While such narratives drive targeted interventions aimed at alleviating poverty, they risk reinforcing hierarchical power dynamics and perpetuating the marginalization of immigrant families by focusing on remedial measures rather than addressing systemic inequalities. The study identifies a deficit-based framing that emphasizes dependency and vulnerability, which overlooks the potential, resilience, and agency of immigrant children. Instead, it advocates for a shift towards policies that address structural inequalities, promote social inclusion, and emphasize empowerment. A more comprehensive, intersectional approach to policy is recommended—one that not only provides economic support but also ensures equitable access to education, housing, and employment opportunities while dismantling systemic barriers. The findings underscore the necessity for transformative policies that challenge existing power structures and prioritize social justice, equity, and inclusive communities that better align with the host society’s values and social structure
The Risk Auditing for Accounting Standard Reform Through a Corporate Governance Perspective: A Case Study in Luckin Coffee
Full text linkThis study investigates how risk auditing, accounting standards, and corporate governance influence accounting reforms in China's Luckin Coffee. Data were collected through in-depth, semi-structured interviews with 30 audit professionals from nine accounting networks. The gray correlation coefficient technique was used to assess the risks associated with Luckin Coffee, focusing on material misstatements at the financial reporting level. The analysis involved risk evaluation, judgment matrix consistency checks, and gray relational, descriptive, correlation, and content analyses. The findings reveal that: 1) The risk of material misstatement at the financial statement level was R1=0.473, and the risk at the hierarchical level was R2=0.527. 2) The highest audit risk factors, ranked by gray correlation degree, include: 1) Information system risk (0.754), 2) Management fraud risk (0.744), 3) Industry risk (0.733), 4) Revenue recognition (0.729), 5) Sales expenses (0.719), 6) Policy risks (0.719), 7) Supply chain management (0.585), 8) Business model risk (0.581), 9) Regulatory risk (0.546), and 10) Consumer acceptance (0.494). Corporate governance issues identified include: 1) Audit Committee neglect, and 2) Failure of the Nominating and Governance Committee. The study highlights key challenges in accounting standards reform: 1) Lack of effective monitoring, 2) Insufficient external oversight, and 3) Inadequate regulation of innovative retail models. The audit process for new retail business models poses unique regulatory challenges due to differences in distribution channels and customer service. This research contributes to achieving long-term goals of justice, peace, and economic progress
Analysing Grade 9 Technology examination papers’ design and learners’ performance: A case of two schools in KwaZulu-Natal
Full text linkPoor performance in the senior phase Technology has been a challenge for a very long time now, which led to many scholars investigating the issue. This qualitative study was conducted to analyse how Grade 9 Technology teachers design examination papers and how learners perform. To meet the objective of this study, researchers conveniently selected two (2) secondary schools in the Maqongqo area on the outskirts of Pietermaritzburg and collected data through document analysis of Grade 9 Technology examination papers and learners’ scripts. Analysis of the data was done in accordance with Bloom’s taxonomy grid to gauge how cognitive levels were distributed. The theory of Bloom’s taxonomy by Benjamin Bloom (1957) was used to frame this study. The findings emanating from the data show that Grade 9 Technology teachers are unable to align the examination question papers with Bloom's Taxonomy cognitive levels, which leads to learners’ poor performance as the examination papers are poorly structured. In addition, the findings indicated that Grade 9 Technology learners are struggling with the topic of electrical systems and control. Based on the findings, the study recommended that Grade 9 Technology teachers should be subjected to developmental workshops aimed at implementing Bloom’s taxonomy when setting examinations. The department of education should be responsible for the designing of Grade 9 Technology examinations while teachers are getting relevant training. 
Enhancing Pedagogical Development of Natural Science Teachers Through a Key Concepts in Science Project: A Social Constructivist Perspective
Full text linkThis study investigated whether the Key Concepts in Science Project influenced the pedagogical development of Natural Science teachers. Grounded in social constructivism, emphasising collaborative learning and hands-on interaction, the study employed qualitative methods to collect empirical data. Through photographic evidence, field notes, and focus group discussions with participating teachers, the study unveiled several themes, including the mastery of practical teaching approaches, horizontal and vertical knowledge articulation in syllabus delivery, sharing of best practices, and the significance of practical demonstrations in school settings. Field notes highlight rich information sharing and teacher commitment to professional development. The findings underscore the pivotal role of partnering with local community schools in fostering teacher optimism, resilience, and ongoing professional growth. This research offers valuable insights for educators seeking to enhance practical teaching skills and promote effective science education. 
Application of Physical Sciences Scientific Language Register in Tshivenḓa to Shape Meaningful Learning
Full text linkThis study employed a qualitative interpretative case study methodology, involving two teachers and one class of learners from two selected schools. The researcher used observation to address a critical question: How does the application of the Tshivenḓa scientific language register shape meaningful learning? The findings reveal that the application of the Tshivenḓa scientific language register in classrooms fosters interactive and meaningful learning experiences compared to when English is used. Therefore, this study recommends conducting further research and collaboration to develop a comprehensive Tshivenḓa scientific language register with standardized terminology. This would require input from linguists, educators, and other relevant stakeholders to ensure accuracy and consistency. 
Extending the Task-Technology Fit Theory with a Skill Fit Construct: A Case Study of a Transaction Control Log and Accounting System
Full text linkNumerous studies have employed the Task-technology fit (TTF) theory to examine the impact of information systems used for training. While some of these studies reported positive outcomes, others presented mixed results on the impact of the systems improving users' performance in problem solving and learning. One possible explanation for these inconsistencies is likely caused by additional factors beyond the task and technology characteristics emphasized in TTF. This research is a preliminary study to enhance understanding of TTF and its impact on system usage and work performance. The study argues that task-technology alignment should also consider users' skills and the fit between the task and technology. Therefore, this research explores the effects of task characteristics, technology characteristics, and users' skills on system usage and work performance. Data from 210 participants of the Revenue Department of Thailand was analyzed using a two-way factorial multivariate analysis (Factorial MANOVA) to assess the impact of Task-technology-skill fit (TTSF) on system usage and work performance. Additionally, a simple regression analysis was conducted to examine the effect of system usage on work performance. The findings indicated that the fit among tasks, technology, and skills significantly impacts system usage and work performance. However, the system usage does not directly affect work performance. This study proposed a factorial design to depict the task-technology-skill fit, the first to introduce this integrated framework
Exploring Female Psychology Students’ Volunteering Experiences at the Inside-Out Outside-In South African Corrections Interest Group
Full text linkIn the context of higher education, as propounded by the Community Engagement and Outreach Policy (Unisa, 2013), the University of South Africa (Unisa) academics are encouraged to involve students in In-Service Learning programmes, including those who may wish to volunteer their time to gain soft skills, experiential learning, and work-related skills. This study explored the volunteerism experiences of female Psychology students as part of Unisa’s “Inside-Out Outside-In” Corrections Interest Group. An exploratory, qualitative approach grounded in a phenomenological research design was incorporated into the study, and the standard ingroup identity model was used as the study’s theoretical framework. Ten study participants were recruited purposefully, and the data were collected using semi-structured interviews and analysed thematically. The results revealed that the terrain of volunteering is abundant with learning opportunities and that the volunteering experiences are unique, vary widely across individuals, and hold different meanings to different people. The results showed that volunteering among students requires resilience as its challenges can easily lead to burnout and despondency, owing to the fluctuating emotional situations they confront in carceral communities. It was also found that upon joining the Inside-out Outside-in South African Corrections Interest Group, the students did not come ‘empty-handed’ but brought misguided perceptions about the Criminal Justice System (CJS). However, through their participation over time, they gradually developed a rational understanding of the CJS. Conclusively, this study demonstrated that volunteering manifests many benefits, including debunking personal myths about carceral communities, deriving satisfaction and a sense of purpose, and building the capacity for active citizenship
Work-Integrated Learning in a Changing Educational Context
Full text linkTeaching, while acknowledged to be a noble career, can be a very difficult path. Preservice teacher educators are tasked with the immense duty of transforming preservice teachers into pedagogues that could and should make a difference to the lives of those they interact with. As teacher educators, we must strive to create continuing support and shared accountability, so that preservice teachers will be empowered as effective educators to extend themselves to ensure that the learners at schools attain their highest goals. This research looked at the way Work Integrated Learning (WIL) aides in this process. After the necessary ethical issues were addressed and permission obtained to conduct the study, final-year undergrad students, inservice teachers, and staff were encouraged to participate in this interpretative study. They were required to respond to an online questionnaire and a sample of participants was interviewed. The results are not unexpected and reinforce the idea that WIL learning has to adapt to the evolving technological culture that pervades all of society
The Ambivalence of Accounting Education Among University Students: Towards a Collaborative Learning Environment
Full text linkThis empirical paper proposed collaborative learning as a strategy to enhance performance in Accounting among university students. There has been a notable continuous trend of poor performance in Accounting from the first-year level to the fourth year. Again, there is also a noticeable decline in the number of students majoring in Accounting despite alternatives to enhance Accounting among university students. This paper is underpinned by bricolage theory which advocates the reworking the existing ideas or items to produce something new to improve human conditions. We responded to two questions: what is the cause of poor performance in Accounting among university students and how collaborative learning can be utilised to mitigate poor performance in Accounting among university students? Data was collected through semi-structured interviews with three students and three lecturers who were purposively sampled. Thematic analysis was used to analyse the data collected. Findings revealed that lack of content conceptualisation, students’ negative attitudes towards Accounting, lack of academic commitment, and lack of Accounting pedagogical skills are the main reasons for poor performance among university students. Further, findings revealed that collaborative learning in Accounting among university students broadens students’ content knowledge and produces students with a variety of skills. In light of the above findings, we argued that collaborative learning should premise the teaching and learning of Accounting in higher education from a bricolage perspective