title: A gap in management accounting education: Fact or fiction?

authors: Botes, Vida

subjects: accounting education

abstract: Purpose: The aim of this paper is to identify and gain insights into the gap that persists between management accounting education and practice.
Design/ Methodology/ Approach: Management accounting education is examined from the four perspectives of the balanced scorecard: customer satisfaction, learning and growth, internal business and finance. The academics and practicing management accountants were selected randomly from the South African community for the study.
Findings: The study establishes that differences exist between the perception of academics and practitioners regarding the perceived role of management accountants in business today.
Research limitations/ implications: As one of the few studies on gaps between management accounting education and practice, the study provides insights to the potential gaps. The findings serve as a basis for further empirical and theoretical enquiries.
Originality/ Value: The study extends the management accounting literature by suggesting that management accounting students are not developed with required skills to face the challenges in today’s business environment.

text: A gap in management accounting education: Fact or fiction? Purpose: The aim of this paper is to identify and gain insights into the gap that persists between management accounting education and practice.
Design/ Methodology/ Approach: Management accounting education is examined from the four perspectives of the balanced scorecard: customer satisfaction, learning and growth, internal business and finance. The academics and practicing management accountants were selected randomly from the South African community for the study.
Findings: The study establishes that differences exist between the perception of academics and practitioners regarding the perceived role of management accountants in business today.
Research limitations/ implications: As one of the few studies on gaps between management accounting education and practice, the study provides insights to the potential gaps. The findings serve as a basis for further empirical and theoretical enquiries.
Originality/ Value: The study extends the management accounting literature by suggesting that management accounting students are not developed with required skills to face the challenges in today’s business environment.

year: 2016

title: Introduction to tephra-derived soils and farming, Waikato-Bay of Plenty, North Island, New Zealand. University of Wisconsin-Platteville Education Abroad Program: Winterim Field Trip (15-17 January, 2019).

authors: Lowe, David J.

subjects: tephra

abstract: This tour guide describes the origin of tephras and tephra-derived soils in North Island, New Zealand, including via upbuilding pedogenesis, and their mineralogical and other properties relevant to farming and orcharding in the Waikato-Bay of Plenty regions.

text: Introduction to tephra-derived soils and farming, Waikato-Bay of Plenty, North Island, New Zealand. University of Wisconsin-Platteville Education Abroad Program: Winterim Field Trip (15-17 January, 2019). This tour guide describes the origin of tephras and tephra-derived soils in North Island, New Zealand, including via upbuilding pedogenesis, and their mineralogical and other properties relevant to farming and orcharding in the Waikato-Bay of Plenty regions.

year: 2019

title: Critical reflection for researcher–community partnership effectiveness: The He Pikinga Waiora process evaluation tool guiding the implementation of chronic condition interventions in Indigenous communities

authors: Rarere, Moana

subjects: community health planning

abstract: Critically reflecting on researcher–community partnerships is a key component in implementing chronic condition interventions in Indigenous communities. This paper draws on the results and learnings from a process evaluation that measures how well two research–community partnerships have followed the He Pikinga Waiora (HPW) Implementation Framework while co-designing chronic condition interventions in primary care. The HPW framework is centred on Indigenous self-determination and knowledge surrounded by community engagement, cultural centredness, systems thinking and integrated knowledge translation. The evaluation included in-depth interviews and online surveys with 10 team members. The findings demonstrate that the HPW framework was followed well, with strengths particularly in community engagement and relationship building. Areas for improvement included systems thinking and integrated knowledge translation to support sustainability of the interventions. The need for partnerships to use process evaluation results to support critical reflection is asserted, which helps build strong trust and synergy, power sharing and effective and sustainable implementation practices. It is concluded that the HPW framework is well suited to evaluating implementation of health interventions in primary care as it assists in the facilitation of better collaboration between researchers and Indigenous communities, and encourages the implementation team to reflect on power and privilege.

text: Critical reflection for researcher–community partnership effectiveness: The He Pikinga Waiora process evaluation tool guiding the implementation of chronic condition interventions in Indigenous communities Critically reflecting on researcher–community partnerships is a key component in implementing chronic condition interventions in Indigenous communities. This paper draws on the results and learnings from a process evaluation that measures how well two research–community partnerships have followed the He Pikinga Waiora (HPW) Implementation Framework while co-designing chronic condition interventions in primary care. The HPW framework is centred on Indigenous self-determination and knowledge surrounded by community engagement, cultural centredness, systems thinking and integrated knowledge translation. The evaluation included in-depth interviews and online surveys with 10 team members. The findings demonstrate that the HPW framework was followed well, with strengths particularly in community engagement and relationship building. Areas for improvement included systems thinking and integrated knowledge translation to support sustainability of the interventions. The need for partnerships to use process evaluation results to support critical reflection is asserted, which helps build strong trust and synergy, power sharing and effective and sustainable implementation practices. It is concluded that the HPW framework is well suited to evaluating implementation of health interventions in primary care as it assists in the facilitation of better collaboration between researchers and Indigenous communities, and encourages the implementation team to reflect on power and privilege.

year: 2019