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Previous literature shows that activation requirements for welfare recipients reduce welfare participation. However, the effect of mandatory activation on welfare entry and exit rates has not been fully examined. In this article, we use a rich set of register data that covers the entire population of Stockholm to study how the introduction of activation programs aimed at unemployed welfare recipients in various city districts affects the probability of individuals entering and exiting social assistance (SA). Our results show that mandatory activation has no overall average effects on SA entry or SA exit. However, we do find a significant negative effect of mandatory activation on the SA entry rate for young individuals and for unmarried individuals without children. For unmarried individuals without children, we find a positive but statistically insignificant effect on the probability to leave SA. Thus, individuals with fewer family responsibilities seem to be more responsive to the reform.

We analyse the dynamics of social assistance benefit (SA) receipt among working-age adults in Britain between 1991 and 2005. The decline in the annual SA receipt rate was driven by a decline in the SA entry rate rather than by the SA exit rate (which also declined). We examine the determinants of these trends using a multivariate dynamic random effects probit model of SA receipt probabilities applied to British Household Panel Survey data. We show how the model may be used to derive year-by-year predictions of aggregate SA entry, exit and receipt rates. The analysis highlights the importance of the decline in the unemployment rate over the period and other changes in the socio-economic environment including two reforms to the income maintenance system in the 1990s and also illustrates the effects of self-selection (‘creaming’) on observed and unobserved characteristics.

This article analyzes transitions into and out of social assistance (SA) in Canada. We estimate dynamic probit models, controlling for endogenous initial conditions and unobserved heterogeneity, using longitudinal data extracted from the Survey of Labour and Income Dynamics (SLID) for the years 1993–2010. The data indicate that there are substantial provincial differences in SA participation with higher participation rates in the eastern part of the country. However, since the mid-1990s, participation rates have fallen substantially in all provinces with only a modest increase at the end of the observation period. Results from the probit models suggest that there is a significant time dependency in social assistance, even after controlling for endogenous initial conditions and unobserved heterogeneity. The extent of this state dependence varies across provinces.

The purpose of this paper is to provide a contextual analysis of the professional accounting education system of South Africa (SA).

The paper uses the Global Model of Accounting Education (Watty et al., 2012) to describe the accounting education system of SA, which is then compared with similar case studies of Australia, Japan and Sri Lanka. Information about the SA accounting education system is contextualised from multiple sources, using data triangulation.

Several similarities between the SA accounting education system and that of Australia are found, such as the role and involvement of the professional bodies in the accreditation processes, with less similarities with that of Japan and Sri Lanka. The comparisons illuminate the economic development of each country and the level of involvement in the education programmes by the profession. Specific challenges in SA include the entrance hurdles to higher education and emphasis on an accounting degree.

The application of the Global Model of Accounting Education helps to identify the similarities in the global accounting arena and illuminates the uniqueness of the SA accounting education system. This study illustrates the establishment of an accounting education system that aligns with the International Education Standards (IESs).

The study contributes to the discussions around challenges in accounting education, specifically those associated with accreditation and a strong controlling relationship between academe and the profession.

Changes in business environments have challenged the competencies (technical knowledge, skills and attitudes) of professional accountants. Accounting professions have responded by developing competency frameworks. In 2008, the South African Institute of Chartered Accountants (SAICA) issued a draft competency framework encapsulating a broad range of knowledge, skills and attributes. The objective of the study reported on here was to determine training officers’ perceptions of the knowledge and skills requirements of entry‐level trainee accountants. SAICA could consider the findings of this study in the finalisation of its competency framework. The study reveals that nearly three‐quarters of all the topics in the current prescribed SAICA syllabus are considered to make at least an important contribution to the knowledge requirements of entry‐level trainee accountants. Although more than half the management accounting topics prescribed in the SAICA syllabus are perceived as being only reasonably important, further statistical analysis revealed that TOPP (training outside public practice) training officers disagreed significantly with their TIPP (training inside public practice) counterparts on the importance of management accounting topics and perceived them to be at least important. Except for specialised topics, all other topics covering the remaining core subjects (Financial Accounting, Financial Management, Taxation and Auditing) were perceived to be important or even more than important by the respondents. The study demonstrates that there is a movement towards an expanded set of competencies beyond the technical knowledge typically taught to prospective CAs, and that there is evidence of a need for today’s entry‐level trainee accountants to receive training in communication, analytical, interpersonal and computer skills.

Accounting academics in South Africa (SA) have been criticised for their lack of focus on research, stating that their primary responsibility is the teaching of prospective professional accountants. The purpose of this paper is to empirically evaluate the relationship between research and teaching and to consider why accounting academics in SA prioritise teaching over research.

The paper uses a questionnaire developed in the UK to assess SA accounting academics’ views of the teaching-research nexus. Cluster analysis is undertaken to identify and describe the patterns of responses of respondents.

The findings identify three clusters. The largest subgroup indicates an equal awareness of both the potential benefits and pitfalls of integrating teaching and research. A second subgroup views teaching and research as symbiotic, while the third subgroup sees the two activities as working against each other and competing for scarce resources. This study finds that conflict exists between professional membership and academic research, and a focus on teaching a professionally orientated accounting curriculum remains dominant in SA.

The attitudes to teaching and research within SA are likely to be dynamic and subject to change. The findings have implications for the development of accounting academics and potentially, for addressing the gap between accounting research, practice and education.

This research contributes to a significant corpus of work considering the teaching-research nexus and a nascent body of work considering the relationship of research to teaching in accounting. The findings may be of interest to policymakers, practitioners and academics.

In the previous decade several studies have appeared that touch upon the subject of inter‐organisational strategic alliances (SA). Our knowledge on international SAs and the factors that govern these alliances is still limited. This paper will develop a model for the governance structure in international SAs. Based on a number of case studies, it is argued that three factors govern international SAs. These are relational, ethical and institutional factors. These three factors govern exchange in international SAs, contain opportunism and prevent defection from SAs.

Amongst others, these are that students should be able to: identify key components of corporate entrepreneurship; assess the role of technology innovation in terms of creating a competitive advantage; appreciate how an entrepreneurial orientation is related to innovation and growth; and make an informed decision regarding key success factors in influencing growth and sustainability.

TymeBank became the first fully branchless, digital bank in South Africa when it launched in February 2019. Since then, the bank’s customer base had grown beyond expectation, but the market had also become more competitive, as new digital banks opened for business and traditional banks expanded their range of digital offerings. The case situates the chief executive officer, Tauriq Keeran, in November 2019, considering how whether the bank was doing enough to grow, in the face of this competition.

Master’s level business students, as well as entrepreneurship, innovation and digital business at both undergraduate and postgraduate level.

Teaching Notes are available for educators only.

CSS 3: Entrepreneurship.

The purpose of this paper is to report on research conducted into the use of stories and storytelling to share knowledge in a large mining company based in South Africa. The paper shows how the use of oral methods combined with other media can be used to support a number of different objectives and yield a wide variety of benefits.

This paper presents the results of a case study which used a largely qualitative approach to gather data on a specific community of practice within the case study company.

The research identified an innovative approach being used to combine a number of approaches to sharing knowledge through the use of stories and storytelling, in particular graphical representation of the stories and the use of graphics in conjunction with oral storytelling methods.

This research was conducted in only one company, in one country. Further research would be necessary to further test the effectiveness of the approaches identified in this case.

The innovative approach of combining media and methods for sharing knowledge through stories and storytelling represent an opportunity for other organisations to use similar techniques in their efforts to improve knowledge sharing.

This is the first time that a case study exploring the use of stories and storytelling in the South African mining industry has used empirical research findings to evaluate the use of stories and storytelling. Significant value may be gained by others seeking to understand how best to use stories and storytelling to share knowledge.