posted on 2022-01-20, 08:24authored byK. Ramsarghey
One of the main roles of universities is to facilitate quality teaching and learning in accordance
with applicable professional and academic standards. Academic departments are required to
ensure that qualifying teaching staff possess the necessary experience to offer these
qualifications. Accounting lecturers in South African universities are employed based mainly on
their Accounting qualifications. However, in order to secure tenure in Accounting academia, the
prospective lecturer has to satisfy employment criteria for teaching and learning, research and
community engagement. An educator’s approach to teaching determines whether he/she is
teacher-centred or student-centred. This article seeks to determine the relationship between
educator capabilities and student performance. In discussing this relationship, it is clear that
work/industry experience, teaching qualification and teaching experience are intended to satisfy
the aspect of teaching and learning which, in turn, is expected to improve student performance.
System Dynamics is used as an analytical model to determine the relationship between lecturer
capabilities and student performance. The model is used on the three areas of educator
capabilities, namely, work experience, teaching qualification and teaching experience as criteria
for improving student performance in Accounting education. In the final analysis, this article argues
that lecturers who possess these critical qualities tend to be student-centred, which is necessary
for reflective learning in students