Using case studies to transfer soft skills (also known as pervasive skills): Empirical evidence

Abstract

Purpose

The purpose of this paper is to examine the extent to which South African accounting academics use case studies in their teaching and to establish their views on whether this method can be used to transfer soft skills (also known as pervasive skills) to students.

Design/methodology/approach

An electronically administered questionnaire was sent to South African accounting academics.

Findings

Prior research provides evidence of the value of case studies in the transfer of soft/pervasive skills to students. The findings reveal that case studies are used less frequently by South African accounting academics than their international counterparts, because of a lack of awareness by South African accounting academics of the competencies that can be transferred using case studies, and the application of alternative teaching methods.

Originality/value

This paper provides insight into the use of case studies by academics in a developing country whose traditional strengths were in technical teaching, and the reluctance of the majority of South African accounting academics to embrace case studies into their academic programmes.

Citation

Keevy, M. (2016), "Using case studies to transfer soft skills (also known as pervasive skills): Empirical evidence", Meditari Accountancy Research, Vol. 24 No. 3, pp. 458-474. https://doi.org/10.1108/MEDAR-04-2015-0021