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EDUCATION AND TRANSFORMATION
THE IRBA’S TRANSFORMATION WORKSHOPS
For the IRBA, bringing positive change into the profession is of
major importance – and one of those critical changes is having a
profession that embraces and acts on the tenets of transformation.
Ensuring that this is realised, though, means the regulator has to rely
on collaborations with other stakeholders, such as the audit firms,
the Auditor-General South Africa and the South African Institute of
Chartered Accountants (SAICA).
These collaborations, however, have been but one plan that the IRBA
has been involved in in its drive to see the profession transformed.
The regulator took the initiative to develop a strategy that addresses
areas where it could influence the advancement of transformation
in the profession. This has culminated into a Transformation Project
List that is updated annually.
As part of this project list, the IRBA commissioned an independent
research study to explore factors driving and limiting professional
advancement in auditing. To share and discuss the results of this
research study, as well as establish common ground and solutions
for a way forward, the IRBA conducted workshops with key
stakeholders. Workshops were held in Johannesburg, Cape Town,
Durban and Pretoria.
The workshops also afforded the attendees an opportunity to share
their experiences and/or programmes implemented to promote and
respond to transformation challenges.
Background to the IRBA’s Transformation Study
The Diversity and Transformation Study conducted by an
independent research company, Answered Insight, sampled
two groups during 2015. One sample was the IRBA database of
accounting students who were completing articles at an accounting
or auditing firm. The second sample was drawn from the SAICA
database of registered CAs.
The comprehensive research covered perceptions of work,
education, training, career, work experiences, auditing as a career,
the difference between a CA and an RA, as well as the attractiveness
of auditing as a career, among other issues. Most respondents
were from auditing or accounting firms, with others coming from
a diverse range of listed companies, state-owned enterprises,
financial sector organisations and private sector companies from
an array of industries.
The image below gives a high-level overview of the results of the
survey.
Why accounting?
• Career opportunities 60%
• Financial security 49%
Why accounting?
• Career opportunities 62%
• Financial security 53%
During studies
• Appeal of moving from home town 42%
During studies
• Appeal of moving from home town 40%
During articles
• Diverse range of work 88%
• Good work environment 83%
During articles
• Good work environment 89%
• Diverse range of work 85%
RA (of those would consider)
• Respect 95%
• Open other opportunities 93%
• Increase marketability 90%
• Financial 84%
RA (of those would consider)
• Respect 85%
• Open other opportunities 85%
• Financial 83%
• Like responsibility 78%
• Increase marketable 78%
RA (of those would
not consider)
• Late nights/stress 82%
• Auditing as a profession
82%
• Additional training
period 65%
RA (of those who would
not consider)
• Auditing as a profession
85%
• Late nights/stress 78%
• Do not enjoy auditing
74%
39% expect extra
exam to become RA
20% expect extra
exam to become RA
During articles
• Salary dissatisfaction
73%
• Killed auditing
passion 44%
• Unfair job assignment
39%
• Unfair performance
appraisals 46%
• Stress and pressure
overwhelming 51%
• Lack of support
during articles 26%
During articles
• Salary dissatisfaction
66%
• Unfair performance
appraisal 44%
• Stress and pressure
overwhelming 51%
• Killed auditing
passion 42%
• Unfair job assignment
38%
• Lack of support
during articles 19%
Main influencers
• Parents 39%
• Teachers 26%
Main influencers
• Parents 43%
• Teachers 28%
During studies
• 3 year difficulties 65%
• 2 year difficulties 34%
• Coping with school to
university transition 51%
• Difficulty balancing study
and personal life 41%
rd
rd
During studies
• 3 year difficulties 54%
• Coping with school to
university transition 35%
• Difficulty balancing study
and personal life 34%
• 2 year difficulties 29%
rd
nd
DRIVERS
QUALIFIED
PROFESIONALS
TRAINEES
DETRACTORS
Issue 43 | July-September 2018
11