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Faculty of Accounting and Informatics

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Author: search.filters.author.Singh, PennyHas files: Yes

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    Research output of management accounting academics at Universities of Applied Sciences in Germany and Universities of Technology in South Africa : a comparative study of input determinants
    (IMB Institute of Management Berlin, 2013-12) Rosentreter, Sandra; Singh, Penny; Schönbohm, Avo
    German Universities of Applied Sciences and South African Universities of Technology are vocation-oriented higher education institutions with a particular focus on applied research. Due to comparable educational tasks and research focus of the institutions in both countries, this paper presents findings of a study that investigated factors influencing research output of management accounting academics in Germany and South Africa. Academics in both countries showed a positive attitude towards research and obtaining postgraduate qualifications. Findings revealed that time available for research, and institutional support systems, influenced academics in both countries. Although there was only a difference of half a unit in the overall average of published articles between the two countries, there were big differences in the publication of articles in accredited and non-accredited journals.
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    Using groupwork in the designing and playing of board games in occupational health and safety
    (Metapress, 2013-01-15) Singh, Penny; Niranjan, Ivan Gunass
    In order to ensure the safety and health of workers, Occupational Health and Safety practitioners must have an excellent understanding of the Occupational Health and Safety Act and Regulations. They must therefore be able to interpret statutes and legislation which ensure that all sorts of work activities are carried out safely and with minimal risk. The aim of this study was to determine the effectiveness of the designing and playing of the board games as an educational intervention in Occupational Health and Safety within a groupwork context in a diverse classroom at a tertiary institution in South Africa, and report on students’ reflections of the process. Using groupwork, the boardgame exercise proved to be an effective teaching methodology and deep learning was achieved by designing, playing, and being assessed on the games. The use of groupwork also promoted improved relations and interactions, and effective teamwork. Valuable lessons in communication, collaboration and conflict resolution were also learned.