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17 July 2019 | Story Valentino Ndaba
Prof Dave Lubbe
Winner of the Southern African Accounting Association Lifetime Achievement Award, Prof Dave Lubbe, has lived a life full of achievements.

The highest body of professional academic accountants in the country, the Southern African Accounting Association (SAAA), recently honoured Prof Dave Lubbe with the prestigious Lifetime Achievement Award at a gala dinner at Emperors Palace in Johannesburg. Prof Lubbe is a Research Associate and an Emeritus Professor at the School of Accountancy at the University of the Free State (UFS).

The SAAA honoured him “for his distinguished service and valuable contribution to accounting education in South Africa”. He was recognised for his contributions to audit committees in the private and public sectors, environmental accounting and auditing, the philosophy of auditing, audit risk and the expectation gap between the audit profession and users of financial information. 
     
A friend of firsts

Prof Lubbe was the first person to attain a doctorate in Auditing in South Africa, the first to author an Afrikaans auditing handbook, the first South African recipient of the Ernst & Young Outstanding Accounting Research Award in 2002 and the first Chartered Accountant to be awarded the Stals Prize for Economic and Management Sciences by the South African Academy for Science and Arts in 2007.  

His astounding track record also earned him the university’s 2018 Executive Management Award at the 36th Chancellor’s Distinguished Alumni Awards. Not only is he a former master’s student at the university, but he also went on to serve as a senior lecturer for 41 years.

Called to serve

In his lifetime, Prof Lubbe has answered the call to serve as a management consultant, committee member, a forensic accountant, and an assessor to high court fraud cases. 

Beyond the field of accounting
 

His achievements span beyond the accounting field. Not only has Prof Lubbe completed all of South Africa’s well-known ultramarathons, he holds a black belt in karate. His love for art on the other hand, has seen him win national poetry competitions and establishing himself as a lyricist.

News Archive

Visiting UK professor presents research project at CRHED
2017-04-12

Description: ' AM Bathmaker CRHED  Tags: AM Bathmaker CRHED

Prof Ann-Marie Bathmaker, University of Birmingham,
during her presentation at the UFS.

Photo: Eugene Seegers

Paired Peers: Pathways to social mobility—Investing in the future? Moving through HE and into employment was recently presented to staff and postdoctoral students by Prof Ann-Marie Bathmaker, from the University of Birmingham, during her visit to South Africa while working on the Miratho Research Project with CRHED. Prof Bathmaker’s research interest particularly focuses on issues of equity, social mobility, and social class inequalities. Her presentation, the second in the Higher Education Research Seminar series presented by CRHED, was based on research resulting from a seven-year project in England.

In the UK, higher education (HE) is considered a key route to social mobility. Interest has grown in graduate destinations, particularly the prospects and obstacles faced by graduates from different social backgrounds. Paired Peers followed 70 students throughout their undergraduate studies and into the working world.

The project explored the processes of social mobility, highlighting different orientations and practices towards investing in the future, which ranged from investing in the present to cultural entrepreneurship for the future.

Participants were selected from two universities in Bristol, England. The research team focused on three key themes: “Getting In” (access to HE), “Getting On” (financial limitations, friendships, accommodation), and “Getting Out” (holiday work, internships, and finding suitable graduate employment).

Prof Bathmaker was able to highlight key research findings, many of which resonated with those attending. From the question-and-answer session, it was clear that many issues regarding inclusivity, whether across gender, ethnic, or language barriers, find their parallels in the South African context and can be of benefit to higher education practitioners here.

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