Current focus areas of research in Accounting Education include:

• Curriculum development and integration;
• Quality teaching for large class sizes;
• Innovative teaching approaches and initiatives, including the use of technology;
• The use of small learning spaces in teaching and learning;
• Articulation challenges against an overloaded curriculum;
• Investigating students’ approaches to learning;
• Changing nature of accounting and education and evolving aspects of accountability for graduate outcomes including graduate attributes and pervasive skills, leadership skills, sustainability, ethical behaviour and ‘soft skills’;
• The use of various forms of assessment to assess technical competence including formative, summative, peer and self- assessments;
• The role of case studies in teaching;
• Engaging with issues of social justice, ethical conduct and social responsibility;
• Mentorship and teaching the teacher;
• Academic literacy, and challenges for English second-language students;
• The effect of social closure evident in African societies on accounting education;
• The challenges of tertiary accounting education in developing countries, including tensions relating to calls for no increases in student fees, free access to higher education, and so forth;
• The challenges of dealing with student expectations in a multicultural and multilingual environment.

The following outcomes form an integral part of the focus of researchers and scholars involved in the Accounting Education research group:

• Development of junior staff, by improving their understanding of teaching and learning in Accountancy, as well as their research ability;
• Production of quality papers for submission to the SA Journal in Accounting (SAJAR), Accounting Education, or any other suitable journals;
• Extending the field of Accounting Education, in support of the mission of the CoA as a centre of excellence in teaching and learning Accounting.

Journals 2025

• Bardien, M., & Lubbe, I. (2025). Knowledge in accounting: using semantic density to explore complexity in threshold concepts and terminology. Accounting Education, 1-26.

Conference proceedings 2025

• Lubbe, I. & Schonfeldt, N. (2025). The effectiveness of ChatGPT to support threshold concepts knowledge in financial accounting – an exploratory study. SAAA International Conference, Cape Town, South Africa. 

Journals 2024
 

• Miller, T., & Willows, G. D. (2024). Preparing accounting students to be responsible leaders, Accounting Education, 33(5), 539-573.
• Winfield, J., & Whitelaw, E. (2024). Blended, Flipped and Lit: Student Perceptions and Performance Under Blended Learning with a Flipped Classroom and a Lightboard, South African Journal of Higher Education, 38(6), 267-289.
• Papageorgiou, E., Van der Merwe, N., Terblanche, W., & Lubbe, I. (2024). Perceptions of using e-learning applications in accounting at residential universities in South Africa: A social justice lens, South African Journal of Higher Education, 38(6), 203-225.

Journals 2023
 

• Terblanche, E. A. J., & Lubbe, I. (2023). Assessments in accounting: experiences and perceptions of educators during COVID-19. Accounting Education, 1-19.
• Terblanche, W., Lubbe, I., Papageorgiou, E., & van der Merwe, N. (2023). Acceptance of e-learning applications by accounting students in an online learning environment at residential universities. South African Journal of Accounting Research, 37(1), 35-61.
• Duff, A., Lubbe, I., Hancock, P., & Marriott, N. (2023). Measuring accounting educators’ views on the teaching-research nexus (TRN): an international comparative study. Accounting Education, 32(4), 382-408.
• Kotze, R., & Miller, T. (2023). Relational and decision-making skills development in South African accounting students. Industry and Higher Education, 37(6), 762-781.

Books 2023
 

• Lubbe, I., & Terblanche, A. (2023). Reflections of the Impact of COVID-19 on Academic Integrity in the Accounting Sciences. Covid-19 Management and Responses: Lessons Learnt for the Future, 29.

Journals 2021
 

• Lubbe, I. & Duff, A. (2021). South African accounting academics’ conceptualisations of the teaching-research nexus. Meditari Accountancy Research, 29(1). 110-134.

Conferences 2021
 

• Carpenter, R. & Shamsoodien, S. (2021). The relationship between self-efficacy and accounting students' academic performance at a South African university. In 7th International Conference on Higher Education Advances (HEAd’21). June 2021.
• Carpenter, R. & Roos, L. (2021). The relationship between the National Senior Certificate and the National Benchmark Test for accounting students at a South African university. In Conference proceedings of the CBER-MEC 10th International Conference on Business & Economic Development (ICBED). June 2021.

Books 2021
 

• Lubbe, I. & Jaffer, F. (2021). The accounting ethics landscape. In Ethics for Accounting Professionals – A Case Study Approach. I. Lubbe, K. Plant, F. Jaffer & S. Shamsoodien, Ed.
• Lubbe, I. (2021). The vocabulary of ethics. In Ethics for Accounting Professionals – A Case Study Approach. I. Lubbe, K. Plant, F. Jaffer & S. Shamsoodien, Ed.
• Shamsoodien, S. (2021). Just contact details. In Ethics for Accounting Professionals – A Case Study Approach. I. Lubbe, K. Plant, F. Jaffer & S. Shamsoodien, Ed.
• Shamsoodien, S. (2021). Walking the talk. In Ethics for Accounting Professionals – A Case Study Approach. I. Lubbe, K. Plant, F. Jaffer & S. Shamsoodien, Ed.

Peer-reviewed published Conference Proceedings 2020
 

• Carpenter, R. & Kraus, T. (2020). Potential determinants of students’ academic success in private tertiary education in South Africa. 5th International Conference on Globalisation, Entrepreneurship and Emerging Economies (ICGEEE). Dec 2020. 69-78.
• Davids, R. & Daniels, N. (2020). Retaining Newly Qualified Chartered Accountants: An Analysis of Job Satisfaction Levels of Male and Female Chartered Accountants. Southern African Accounting Association National Teaching and Learning and Regional Conference Proceedings in association with the Meditari Accountancy Research Conference. Oct 2020.
• Lubbe, I., Botha, N. Visser, A., Fortuin, G. & Zietsman, M. (2020). Business Ethics Courses – What’s New? Southern African Accounting Association National Teaching and Learning and Regional Conference Proceedings in association with the Meditari Accountancy Research Conference. Oct 2020.
• Shamsoodien, S. & Carpenter, R. (2020). Do Beliefs Matter in Accounting? Self-efficacy and Student Academic Performance in Accounting Higher Education in South Africa: A Literature Review. Southern African Accounting Association National Teaching and Learning and Regional Conference Proceedings in association with the Meditari Accountancy Research Conference. Oct 2020.

Editorial 2020
 

• Lubbe, I., Myers, L.P., & Van Rooyen, A. (2020). Introduction to Special Issue: Challenges for Academics Educating Accounting Professionals in South Africa. South African Journal of Accounting Research. To link to this article: https://doi.org/10.1080/10291954.2020.1750544

Peer-reviewed Journals (DoE Accredited) 2019
 

• Papageorgiou, E., & Carpenter, R. (2019). Prior accounting knowledge of first-year students at two South African universities: contributing factor to academic performance or not? South African Journal of Higher Education. 33(6). 249-264.

Peer-reviewed published Conference Proceedings 2019
 

• Lubbe, I., & Papageorgiou, E. (2019). The process, quality of reviews and benefits of participating in reviews. South African Accounting Association (SAAA) Biennial International Conference Proceedings. June 2019.

Peer-reviewed Journals (DoE Accredited) 2018
 

• De Jager, P., Lubbe, I. & Papageorgiou, E. (2018). The South African chartered accountant academic: Motivations and challenges when pursuing a doctoral degree. Meditari Accountancy Research. 26(2). 263-283.

Peer-reviewed published Conference Proceedings 2018
 

• Carpenter, R. & Kunaka, S. (2018). Gender-differentiated locus of control in a racially diverse accounting student body at a South African university. South African Institute of Management Studies (SAIMS) Conference Proceedings. April 2018. 

Editorial 2018
 

• Lubbe, I & Coetzee, S (2018). Accounting education in Africa, Accounting Education, 27:5, 453-455, DOI: 10.1080/09639284.2018.1514789 

Peer-reviewed Journals (DoE Accredited) 2017
 

• Lubbe, I. (2017). Challenges for curriculum design: Considerations for a four-year business and accounting degree in South Africa. South African Journal of Accounting Research, 31(1), 60-82.

Peer-reviewed published Conference Proceedings 2016
 

• Nintelo, M & Lubbe, I (2016). An investigation of the factors to consider for a free higher education system in South Africa. Southern African Accounting Association (SAAA) National Teaching and Learning and Regional Conference Proceedings. Cape Town, South Africa. Sept 2016. 215-243.

Peer-reviewed published Conference Proceedings 2015
 

• Botha, N. 2015. Addressing accounting education challenges through experiential teaching methodologies: possible benefits/examples of successful implementation and key considerations. Southern African Accounting Association (SAAA) National Teaching and Learning Conference Proceedings. 29 June – 1 July 2015, East London, South Africa.
• Lubbe, I., Dhansay, A. and Anthony, J.A. 2015. Describing the GAP: Public sector vs private sector accounting and reporting. Southern African Accounting Association (SAAA) National Teaching and Learning Conference Proceedings. 29 June – 1 July 2015, East London, South Africa.
• Maughan, P. and Davidowitz, B. 2015. Design and evaluation of a capstone course for accounting students: aligning an academic course with the competency required by the professional body. Southern African Accounting Association (SAAA) National Teaching and Learning Conference Proceedings. 29 June – 1 July 2015, East London, South Africa.
• Pullen, E., Toerien, F. and Anthony, J.A. 2015. Student endogenous factors that impact on performance in advanced management accounting: an exploratory study. Southern African Accounting Association (SAAA) National Teaching and Learning Conference Proceedings. 29 June – 1 July 2015, East London, South Africa.

Peer-reviewed Journals (DoE Accredited) 2014
 

• Lubbe, I. 2014. Educating professionals - perceptions of the research-teaching nexus in accounting (a case study). Studies in Higher Education, 2014: 1-22
• Lubbe, I. 2014. Educating professionals: Describing the knowledge agency of accounting academics. Meditari Accountancy Research, 22(1): 107-127

Peer-reviewed published Conference Proceedings 2014
 

• Hyland, T. 2014. Academic literacy in financial accounting: a theoretical analysis of a problem in an undergraduate financial accounting programme. Southern African Accounting Association (SAAA) National Teaching and Learning and Regional Conference Proceedings. 8 August 2014, Western Cape.
• Kew, J. and Watson, A. 2014. Improving conceptual understanding through mother tongue intervention? Unintended learnings. Southern African Accounting Association (SAAA) National Teaching and Learning and Regional Conference Proceedings. 8 August 2014, Western Cape.