Master of Agribusiness / Department of Agricultural Economics / Allen M. Featherstone / The world is an ever-changing place with many demands on both companies and their employees. Finance individuals in a large multi-national company also have many demands placed on them as they grow and develop with the companies in which they work. A detailed analysis was performed on one large multi-national company in the agriculture sector to determine: 1. a framework to assess the skills that finance individuals need, 2. the desired skills and needs of the finance organization, 3. a current assessment of finance experiences and skills, and 4. the gaps between the current state and the desired skill level state. Although there are a number of criteria and competencies that can be used for assessment, this thesis focused on the critical skills and experiences for two key areas: 1. accounting and technical skills, and 2. analytical and business acumen skills. Skill set levels were measured at three criteria levels: Basic, Intermediate and Advanced. The desired state of the organization and the current state of the organization was defined and mapped on a Skill Set Grid and gaps were identified. When looking at the results, the data indicate that Company XYZ has several areas to explore further and refine. There were many gaps in the current state of the skill sets versus the desired state of the skill sets in both the areas of accounting and technical skills and analytical and business acumen skills. Further, the analytical and business acumen skills were significantly in need of further improvement. In addition, several areas of further refinement could occur that would further enhance the use of this skill assessment methodology. However, both the company and the employees who received feedback valued the information developed in this process.

Students from 24 participating regions take part in teams of four in the CIMA (Chartered Institute of Management Accountants) GBC (Global Business Challenge) annually. The GBC is in the form of a business competition which is based on a case study of a real company. The participants receive the case study on which they should submit a written report. Teams are shortlisted based on the reports, and the shortlisted teams have to prepare a presentation to a panel of judges. This study explores whether participation in the GBC had any benefits for the participants in terms of exposure to various skills and the development of those skills. The skills included: technical skills and competencies, skills in roles of an accountant, soft skills, managerial accounting skills, financial management skills, strategic analysis skills, subject exploration, learning behaviour, practical application, and personal experience. A questionnaire was given to participants whose teams managed to compete in the global final of the GBC 2013 that was held in South Africa. Questions were formulated to address exposure to and development of the abovementioned skills, and participants had to complete the questionnaire individually. Relevant statistical analyses were done on the data collected in the questionnaire. These statistical analyses included a confirmatory factor analysis, calculation of the Cronbach alpha coefficients, descriptive statistics for the total group, independent t-tests for comparisons between two variables, ANOVAs (analysis of variances) for comparisons between more than two variables and Tukey’s post-hoc tests. Descriptive statistics for the entire group of participants are discussed, as well as comparisons made between various sub-classifications. The sub-classifications included a comparison between male and female participants, participants from different regions, top six shortlisted teams and teams who were not shortlisted, and participants whose mother tongue is English and those whose mother tongue is another language. The findings indicated that the students definitely perceived that they have been exposed to the mentioned skills as a result of taking part in the GBC. They also indicated that they are of the opinion that participation in the GBC enhanced those skills. The qualitative remarks were mainly positive, and indicated that the students enjoyed participation in the GBC. The study concludes with recommendations to the core audience of future GBC participants, academic mentors and future students attempting the final CIMA examinations, which includes a framework of the most important skills. A recommendation is also made to the peripheral audience of CIMA and financial management lecturers. / MCom (Management Accountancy), North-West University, Potchefstroom Campus, 2015

Students from 24 participating regions take part in teams of four in the CIMA (Chartered Institute of Management Accountants) GBC (Global Business Challenge) annually. The GBC is in the form of a business competition which is based on a case study of a real company. The participants receive the case study on which they should submit a written report. Teams are shortlisted based on the reports, and the shortlisted teams have to prepare a presentation to a panel of judges. This study explores whether participation in the GBC had any benefits for the participants in terms of exposure to various skills and the development of those skills. The skills included: technical skills and competencies, skills in roles of an accountant, soft skills, managerial accounting skills, financial management skills, strategic analysis skills, subject exploration, learning behaviour, practical application, and personal experience. A questionnaire was given to participants whose teams managed to compete in the global final of the GBC 2013 that was held in South Africa. Questions were formulated to address exposure to and development of the abovementioned skills, and participants had to complete the questionnaire individually. Relevant statistical analyses were done on the data collected in the questionnaire. These statistical analyses included a confirmatory factor analysis, calculation of the Cronbach alpha coefficients, descriptive statistics for the total group, independent t-tests for comparisons between two variables, ANOVAs (analysis of variances) for comparisons between more than two variables and Tukey’s post-hoc tests. Descriptive statistics for the entire group of participants are discussed, as well as comparisons made between various sub-classifications. The sub-classifications included a comparison between male and female participants, participants from different regions, top six shortlisted teams and teams who were not shortlisted, and participants whose mother tongue is English and those whose mother tongue is another language. The findings indicated that the students definitely perceived that they have been exposed to the mentioned skills as a result of taking part in the GBC. They also indicated that they are of the opinion that participation in the GBC enhanced those skills. The qualitative remarks were mainly positive, and indicated that the students enjoyed participation in the GBC. The study concludes with recommendations to the core audience of future GBC participants, academic mentors and future students attempting the final CIMA examinations, which includes a framework of the most important skills. A recommendation is also made to the peripheral audience of CIMA and financial management lecturers. / MCom (Management Accountancy), North-West University, Potchefstroom Campus, 2015

SMEs are considered as the best possible vehicle to reduce the unemployment rate and increase economic participation in the country, specifically for historically disadvantaged people. Due to, among other things, the lack of small business management skills, the potential of SMEs cannot be fully realised. From the study it was found that one of the major reasons why SMEs fail to secure loans is a lack of management accounting skills. This lack of management accounting skills is due to a lack of mentors, training and business education. The study has identified a number of management accounting skills which most of the venture capital providers consider when they evaluate applications for loans. From empirical survey it was considered that budgeting, cash flow management and product costing were considered as imperative by most venture capital providers. / Management Accounting / (M. Com.)

SMEs are considered as the best possible vehicle to reduce the unemployment rate and increase economic participation in the country, specifically for historically disadvantaged people. Due to, among other things, the lack of small business management skills, the potential of SMEs cannot be fully realised. From the study it was found that one of the major reasons why SMEs fail to secure loans is a lack of management accounting skills. This lack of management accounting skills is due to a lack of mentors, training and business education. The study has identified a number of management accounting skills which most of the venture capital providers consider when they evaluate applications for loans. From empirical survey it was considered that budgeting, cash flow management and product costing were considered as imperative by most venture capital providers. / Management Accounting / (M. Com.)

In the 21st century change is inevitable and management accounting has not been immune to the changing business environment. The morphogenic change, has been brought about because of three distinctly identifiable drivers of change namely rapidly advancing communications and information technology, the onslaught of globalisation and an increased emphasis on the knowledge worker in organisations. Questions have been raised by business leaders about management accountants ability to keep pace with the challenges, as well as higher education's ability to provide graduate management accountants with the required skills for the new business environment. A triangulation method was used to conduct an investigation into the perception of the skills required and acquired by South African management accountants to meet the challenges of the changing business environment. As the fundamental nature of the study implied performance measurement, a balanced scorecard was employed to report on and measure if academia is delivering what practice wants. The study found that tertiary management accounting education has been slow to adopt the changes of the business environment and that a gap does indeed exist between what practice want and educators teach. Information obtained from the customer, learning and growth, internal business process and financial perspectives of the balanced scorecard was used to develop a framework for curriculum design. Academics involved in curriculum design should take note of the recommendations listed in this research in order to ensure that qualifications remain relevant to an ever-changing business environment. / Financial Accounting / D.Comm.

In the 21st century change is inevitable and management accounting has not been immune to the changing business environment. The morphogenic change, has been brought about because of three distinctly identifiable drivers of change namely rapidly advancing communications and information technology, the onslaught of globalisation and an increased emphasis on the knowledge worker in organisations. Questions have been raised by business leaders about management accountants ability to keep pace with the challenges, as well as higher education's ability to provide graduate management accountants with the required skills for the new business environment. A triangulation method was used to conduct an investigation into the perception of the skills required and acquired by South African management accountants to meet the challenges of the changing business environment. As the fundamental nature of the study implied performance measurement, a balanced scorecard was employed to report on and measure if academia is delivering what practice wants. The study found that tertiary management accounting education has been slow to adopt the changes of the business environment and that a gap does indeed exist between what practice want and educators teach. Information obtained from the customer, learning and growth, internal business process and financial perspectives of the balanced scorecard was used to develop a framework for curriculum design. Academics involved in curriculum design should take note of the recommendations listed in this research in order to ensure that qualifications remain relevant to an ever-changing business environment. / Financial Accounting / D.Comm.

Financial management remains a challenge in many schools because most managers lack proper training. Schools are still unclear on the features and functions of a school’s budget. The implementation and control of the budget and evaluation remain problematic. According to Mestry (2004: 26), there are many Principals and School Governing Body (SGB) members who lack the necessary financial knowledge and skills and are placed under tremendous pressure because they are unable to work out practical solutions to the financial problems of the school. In many instances it has been reported that principals and SGBs have been subjected to forensic audit by the Department of Education due to the mismanagement of funds through misappropriation, fraud, pilfering of cash, theft and improper control of financial records. The South African Schools Act no. 84 (SASA) prescribes how the school should manage their funds. It also provides guidelines for the SGB and the principal on their roles and responsibilities in managing the finances of the school. SGB must perform all functions as stipulated in section 20 of the Schools Act (South Africa, 1996). The study has will find that the SGBs in township schools have a challenge in the management of funds in schools. This is due to the fact that parents in the SGBs of the selected township schools lack of knowledge and expertise making it difficult for them to contribute meaningfully in governance. The Department of Education trains SGBs on roles and responsibilities, but it seems as if training is not effective. The budget is drawn up efficiently and finance records are well managed in some township schools in some township schools. The researcher in some township schools recommends that the treasurer of the SGB should be someone with expertise in accounting or financial 5 skills. This will reduce the administrative duties that are performed by the principal on behalf of the parents in the SGBs. The Department of Education should strengthen the training given to the SGBs so that they can perform their duties efficiently and effectively. All stakeholders should be consulted when the budget is drawn. Schools should foster good working relations between the SMTs and the SGBs / Educational Leadership and Management / M. Ed. (Education Management)

Financial management remains a challenge in many schools because most managers lack proper training. Schools are still unclear on the features and functions of a school’s budget. The implementation and control of the budget and evaluation remain problematic. According to Mestry (2004: 26), there are many Principals and School Governing Body (SGB) members who lack the necessary financial knowledge and skills and are placed under tremendous pressure because they are unable to work out practical solutions to the financial problems of the school. In many instances it has been reported that principals and SGBs have been subjected to forensic audit by the Department of Education due to the mismanagement of funds through misappropriation, fraud, pilfering of cash, theft and improper control of financial records. The South African Schools Act no. 84 (SASA) prescribes how the school should manage their funds. It also provides guidelines for the SGB and the principal on their roles and responsibilities in managing the finances of the school. SGB must perform all functions as stipulated in section 20 of the Schools Act (South Africa, 1996). The study has will find that the SGBs in township schools have a challenge in the management of funds in schools. This is due to the fact that parents in the SGBs of the selected township schools lack of knowledge and expertise making it difficult for them to contribute meaningfully in governance. The Department of Education trains SGBs on roles and responsibilities, but it seems as if training is not effective. The budget is drawn up efficiently and finance records are well managed in some township schools in some township schools. The researcher in some township schools recommends that the treasurer of the SGB should be someone with expertise in accounting or financial 5 skills. This will reduce the administrative duties that are performed by the principal on behalf of the parents in the SGBs. The Department of Education should strengthen the training given to the SGBs so that they can perform their duties efficiently and effectively. All stakeholders should be consulted when the budget is drawn. Schools should foster good working relations between the SMTs and the SGBs / Educational Leadership and Management / M. Ed. (Education Management)