Sustainability reporting has been increasing in popularity in the last decade giving medium tolarge companies a tool to communicate with their users about their sustainability activity. Asglobalization and technology were introduced and increased in demand many violations startedby companies including human right violation, economic inequality, pollution, etc. Thisviolation led to different stakeholders demanding for companies be transparent and report ontheir sustainability activity through sustainability reporting.As sustainability reporting increased in popularity many challenges arose including a lack ofhomogeneity and comparability for the users and the firms themselves. Many standards andguidelines were created and are still being created to minimize the problem that firms,stakeholders, and auditors face. However, many standards and guidelines introduced lead tomaking the job of auditors more complex and harder as they must know and understand all thestandards available.Multiple studies were done regarding sustainability reports and the absence of one singleofficial standard. The studies explored the subject with interviews or case research tounderstand the consequence or effect that has on auditors and/or audit quality. Similar to thosestudies, this paper also follow the previous research by answering the following question thatwas posed by the authors: “What are the consequences of the absence of one single officialstandard in sustainability reporting on the audit quality?”. To answer this question, the authorsinterviewed 10 participants who work with auditing, accounting, and analyzing sustainabilityreports which helped the thesis with a practical contribution. Furthermore, the thesis alsocontributed to the knowledge by examining the results using Emergency Theory, LegitimacyTheory, and Complexity Theory. This thesis provides evidence regarding the consequence ofhaving multiple standards with low law requirements for sustainability reporting and why thereis a need for one single official standard.The findings of this thesis shows that auditors are face multiple challenges when it comes tonot having one official standard. The challenge affects the audit quality when auditingsustainability reports. The results show that sustainability is very multidimensional whichmakes the topic complex to auditors. Auditors also face the challenge of sustainability beingan emerging concept in the accounting domain which leads to not much research and theoriespresent to produce frameworks and standards for sustainability reports.

Accounting education, and specifically audit education, has been calling for change in the teaching methodology applied by audit lecturers in higher education since the 1950s. This call for change is evident in current literature, which indicates that the approach followed in audit education has been creating a knowledge-to-application barrier. Despite the vigorous research on how to change the way audit students are taught at universities and other higher education institutions, consensus has yet to be reached on the teaching methodology that would produce competent and self-efficient young professionals entering practice after graduation. The literature review performed in this thesis indicated a gap between research and practice in accounting education and research, first, because the research seems too technical for practitioners to understand and, secondly, too many research objectives seem unrelated to the realities of practice. Based on these findings, this thesis provides the novice researcher in accounting education with some guidelines on the research methodologies that could be applied in this field. It also highlights some best practices that should be followed when conducting research in this field. It was noted from the literature that all the variables in the audit teaching-learning environment need consideration when attempting to bring change to this environment, because each variable would have an impact on transforming the current approach followed in audit pedagogy. These variables were identified as: • The audit lecturer; • The audit student; • The subject content of the audit teaching-learning environment; and Summary • The milieu of the audit teaching-learning environment. In an attempt to answer the call for change in audit education, this thesis sought to develop an audit simulation as an educational tool which takes into account all the variables in the audit teaching-learning environment and can be applied at universities and other audit training institutions around the globe. A framework for simulation design was developed based on the findings of the literature review and informed the development of the audit simulation. The simulation was, subsequently, applied and evaluated at a university accredited by the South African Institute of Chartered Accountants. The newly developed audit simulation was evaluated by applying a mixed methodology research design, which had been proven to be a resourceful and trusted design in accounting education research in the past. Pre-test and post-test questionnaires were administered to the respondents as part of a quasi-experimental design. The quantitative findings from these tests were supported by qualitative findings from focus group discussions. The empirical findings from the pre-test questionnaire confirmed the call for change and the room for improvement in the current teaching methodology in the audit classroom. Participants indicated lower levels in some competencies relative to other competencies, which also did not particularly score satisfactory when the competence levels were evaluated. The competencies that showed the lowest level of achievement due to the current teaching methodology, as perceived by the participants, included executing the work plan, evaluating the evidence and drawing conclusions, and drafting the report upon completion of the engagement. It was also established that the call for change was not confined to only one university in South Africa, which broadened the generalisability of the research findings, conclusions and recommendations of this study. The results of both the quantitative and qualitative analysis support the view that the newly developed audit simulation is able to assist in bringing change to audit education. The simulation had a positive effect on the audit students’ perceived competence levels in the competencies of auditing and assurance, and the various generic and pervasive skills tested in this study. Furthermore, it was established that the audit simulation had a greater effect on the audit students’ perceived broad competence levels (i.e. auditing and assurance, and generic and pervasive skills) and their understanding of the audit process as a whole, in relation to just attending normal lectures. The qualitative findings from the focus group discussions informed the quantitative findings by indicating that the audit simulation proved to be an instrument that, among other things: Summary • Gave students the opportunity to obtain a holistic view of the audit process; • Assisted students in visualising how the audit theory is applied in practice; • Actively involved the students in the learning process; and • Replicated audit practice. Finally, it was confirmed that the newly developed audit simulation takes into account the variables in the audit teaching-learning environment which need consideration if transformation is to take place in the way the audit subject is currently being taught at higher education level. Recommendations on the way forward in audit education, based on the findings in this thesis, were also provided. This study provides audit lecturers and other audit educators around the world with a newly developed, empirically evaluated audit simulation which can be applied in the audit classroom as well as assist in answering the current call for change to audit education. / PhD (Accountancy), North-West University, Potchefstroom Campus, 2015

Accounting education, and specifically audit education, has been calling for change in the teaching methodology applied by audit lecturers in higher education since the 1950s. This call for change is evident in current literature, which indicates that the approach followed in audit education has been creating a knowledge-to-application barrier. Despite the vigorous research on how to change the way audit students are taught at universities and other higher education institutions, consensus has yet to be reached on the teaching methodology that would produce competent and self-efficient young professionals entering practice after graduation. The literature review performed in this thesis indicated a gap between research and practice in accounting education and research, first, because the research seems too technical for practitioners to understand and, secondly, too many research objectives seem unrelated to the realities of practice. Based on these findings, this thesis provides the novice researcher in accounting education with some guidelines on the research methodologies that could be applied in this field. It also highlights some best practices that should be followed when conducting research in this field. It was noted from the literature that all the variables in the audit teaching-learning environment need consideration when attempting to bring change to this environment, because each variable would have an impact on transforming the current approach followed in audit pedagogy. These variables were identified as: • The audit lecturer; • The audit student; • The subject content of the audit teaching-learning environment; and Summary • The milieu of the audit teaching-learning environment. In an attempt to answer the call for change in audit education, this thesis sought to develop an audit simulation as an educational tool which takes into account all the variables in the audit teaching-learning environment and can be applied at universities and other audit training institutions around the globe. A framework for simulation design was developed based on the findings of the literature review and informed the development of the audit simulation. The simulation was, subsequently, applied and evaluated at a university accredited by the South African Institute of Chartered Accountants. The newly developed audit simulation was evaluated by applying a mixed methodology research design, which had been proven to be a resourceful and trusted design in accounting education research in the past. Pre-test and post-test questionnaires were administered to the respondents as part of a quasi-experimental design. The quantitative findings from these tests were supported by qualitative findings from focus group discussions. The empirical findings from the pre-test questionnaire confirmed the call for change and the room for improvement in the current teaching methodology in the audit classroom. Participants indicated lower levels in some competencies relative to other competencies, which also did not particularly score satisfactory when the competence levels were evaluated. The competencies that showed the lowest level of achievement due to the current teaching methodology, as perceived by the participants, included executing the work plan, evaluating the evidence and drawing conclusions, and drafting the report upon completion of the engagement. It was also established that the call for change was not confined to only one university in South Africa, which broadened the generalisability of the research findings, conclusions and recommendations of this study. The results of both the quantitative and qualitative analysis support the view that the newly developed audit simulation is able to assist in bringing change to audit education. The simulation had a positive effect on the audit students’ perceived competence levels in the competencies of auditing and assurance, and the various generic and pervasive skills tested in this study. Furthermore, it was established that the audit simulation had a greater effect on the audit students’ perceived broad competence levels (i.e. auditing and assurance, and generic and pervasive skills) and their understanding of the audit process as a whole, in relation to just attending normal lectures. The qualitative findings from the focus group discussions informed the quantitative findings by indicating that the audit simulation proved to be an instrument that, among other things: Summary • Gave students the opportunity to obtain a holistic view of the audit process; • Assisted students in visualising how the audit theory is applied in practice; • Actively involved the students in the learning process; and • Replicated audit practice. Finally, it was confirmed that the newly developed audit simulation takes into account the variables in the audit teaching-learning environment which need consideration if transformation is to take place in the way the audit subject is currently being taught at higher education level. Recommendations on the way forward in audit education, based on the findings in this thesis, were also provided. This study provides audit lecturers and other audit educators around the world with a newly developed, empirically evaluated audit simulation which can be applied in the audit classroom as well as assist in answering the current call for change to audit education. / PhD (Accountancy), North-West University, Potchefstroom Campus, 2015

The International Standards on Auditing are created and published by the International Auditing and Assurance Standards Board. These standards are high quality, modern and approved by regulators throughout the world. Most of the developed countries addopted the ISAs in some way. The International Standards on Auditing have been effective for all audits in the Czech Republic since 2005. Their implementation in the European Union is expected shortly. Standards contribute to better international comparability and enhance the credibility and quality of the audit, including auditor's report. The Clarity project was in progress between 2003 and 2009. It was aimed at clearing standards, increasing clarity and facilitating their interpretation.