Developing a simulations-based work-integrated learning framework to bridge theory and practice in management accounting education at Universities of Technology

Abstract

The lack of practical learning among management accounting (MA) students at universities of technology (UoTs), exacerbated by poor alignment between MA curricula and industry requirements, significantly undermines MA graduates’ workplace readiness. As their primary mandate is to produce career-oriented and innovative graduates through vocational and practical-application qualifications, UoTs focus on applied knowledge by developing graduate skill-sets and competencies demanded by industry. Moreover, the national review of the Higher Education Qualifications Framework (HEQF 2007) resulted in the implementation of the Higher Education Qualifications Sub-Framework (HEQSF 2013) across South Africa’s newly developed programmes within UoTs. In addressing the lack of practical exposure among MA students, some HEQSF (2013)-aligned qualifications offered at UoTs have incorporated work-integrated learning (WIL), delivered as simulations-based experiential learning for MA students. Given the ongoing evolution of management accounting practice, the limited availability of authentic workplace exposure, and increasing professional competency requirements, the need for a guiding simulationsbased WIL framework for MA students has become a necessity. This framework, classified as WIL (Simulations) for MA, aims to guide UoTs on the design, delivery, implementation, assessment and monitoring of simulations-based experiential learning activities in alignment with the WIL guidelines of the CHE (2011), the HEQSF (2013) and MA industry standards. Grounded in designed-based research (DBR) and adopting an interpretivist-pragmatic stance, this qualitative study combined document analysis, semi-structured interviews with academic stakeholders at two UoTs, and methodological triangulation to construct and iteratively refine a WIL (Simulations) for MA framework. Conducting this study with UoT academics currently involved in programmes with a WIL (Simulations) curriculum offered valuable insights into the practical roles that UoTs can play in aligning the theory-practice gap between graduates and the MA industry. This study makes an original contribution to accounting education research by positioning Kolb’s (1984) experiential learning theory (ELT) within simulations-based WIL in MA programmes through an empirically validated framework for UoTs. The study therefore advances both theoretical application and pedagogical practice in MA education by offering fresh perspectives and pragmatic insights pertaining to fostering structured industry partnerships, economic digital resources and infrastructure resources for theory-practice interventions, clear assessment standards, moderation and monitoring procedures that legitimise the use of simulations to strengthen work-readiness among MA graduates.