An insightful conversation at the 2026 Finance Indaba highlighted how universities are under growing pressure to prepare finance graduates for a workplace shaped by AI, digital transformation and changing employer expectations.
Professor Ben Marx, head of the school of accounting at the University of Johannesburg (UJ), and Manie Regal, executive director for finance and operations at the University of the Western Cape (UWC), explored whether universities are keeping pace with the demands of the profession during a session titled Talent rubicon: Can universities still build future-proof finance talent pipelines?
During the conversation, Professor Ben Marx mentioned that the challenge does not end with simply introducing new technologies into lecture halls, but ensuring that graduates leave university equipped to navigate the realities of the workplace.
A degree of change
“I think some universities are still playing catch-up. It is a difficult space to be in because the world is constantly evolving. With technological advancements, particularly AI, nothing stays the same. What is relevant today may change tomorrow. Some universities may be slower to adapt, but others are ahead of the curve and responding to these changes,” he shared.
“This means looking at our curricula and how we align them with the changing world. However, it is not just about technology. Students still need strong technical skills, but they also need enabling competencies, digital acumen and business acumen. We need to develop critical thinkers and ethical leaders who understand the external environment and can engage effectively with stakeholders. We have to bring these considerations into our curricula, teaching and learning, and assessments.”
He noted that adapting to these demands does not mean abandoning the technical grounding that has long underpinned the credibility of South African finance professionals.
“I believe technical skills will always be important. South African finance professionals and chartered accountants are highly regarded globally because of their technical expertise. If you take that technical foundation away, it becomes difficult to solve problems in the world of work,” he added.
“Accounting, taxation and auditing remain essential. If you ask AI how to treat an impairment, for example, it may sometimes provide an incorrect answer. That is why having a human in the loop is always important. Technical knowledge gives graduates the foundation to apply critical thinking and professional judgement rather than simply accepting what AI produces.”
He also touched on the importance of business acumen. “Students need to understand the internal and external business environments and how these influence their work. Critical thinking, a questioning mind, leadership and communication skills are also essential. These competencies should complement and strengthen technical competence.”
Funding the future
However, delivering this blend of technical expertise and digital readiness depends partly on whether universities have the resources to give students meaningful exposure to new technologies. Fellow panelist Manie Regal pointed to funding structures as a significant obstacle to institutions seeking to modernise their teaching.
“The traditional university model operates within a particular funding regime, and our staff and structures are built around that system. The challenge is that we need greater flexibility. As Professor Ben Marx mentioned earlier, incorporating technologies such as augmented and virtual reality requires significant investment, and the funding needed to support these developments is not always readily available.”
These financial constraints can create unequal opportunities for students entering the same profession, but Manie cautioned against confusing access to technology with an individual’s ability to succeed.
“Each university has to find its own way to fund these investments. This creates a divide between institutions that have the resources to provide students with greater exposure to technology and those that do not. As a result, employers may be more likely to recruit from certain universities because of the exposure their graduates receive,” he said.
“However, I must emphasise that exposure does not equate to potential. Universities still provide an important foundation through ethical standards, fundamental principles, supervision and the traditional elements of professional training. These remain valuable.”
Making AI add up
According to him, closing this gap requires universities to look beyond their own budgets and consider how external partners can contribute to preparing graduates for the workplace.
“The difficulty lies in the distinction between institutions that have the resources to provide additional opportunities and those that do not. The private sector, corporate South Africa, NGOs and other stakeholders also have a role to play, and universities do seek their support. However, I recognise that we do not always communicate our needs effectively.”
Preparing students for this environment also means addressing the concerns that accompany AI adoption and establishing clear expectations for its use, according to Manie.
“We have created a degree of fear around AI, particularly regarding access controls, privacy and who can access certain information. We are still grappling with how to manage these concerns, so our first point of call is to establish the right policies for working with AI,” he noted.
“From an academic perspective, we need to consider how AI will be embedded in the curriculum, understand employers’ expectations and ensure that we prepare students to become either job seekers or job creators. AI will continue to evolve, and we are all still working out how best to respond. There will undoubtedly be further technological developments beyond what we know today, making it even more important that we remain alert, adaptable and prepared to learn,” Manie stated.
