In Australia, the professional accounting bodies monitor accounting education in higher education institutions through a system currently referred to as course accreditation. This system differs from monitoring processes in the UK and the US. This paper addresses the question of why this monitoring mechanism was developed over a forty year period and how the professional accounting bodies have maintained the system throughout periods of massive shifts in Commonwealth government education policies. It concludes that, despite the evidence that the monitoring mechanism has been ineffective, the maintenance of the system until recently, has resulted in mutually beneficial outcomes for both the professional accounting bodies and the higher education institutions.
|Title of host publication
|2009 AFAANZ Conference proceedings, 5-7 July 2009, Adelaide, Australia. Carlton, Vic.
|Subtitle of host publication
|Place of Publication
|Accounting and Finance Association of Australia and New Zealand
|Number of pages
|Published - 2009
|Accounting Association of Australia and New Zealand Conference (2009) - Adelaide
Duration: 5 Jul 2009 → 7 Jul 2009
|Accounting Association of Australia and New Zealand Conference (2009)
|5/07/09 → 7/07/09
- accounting education
- professional accreditation
- professional examinations
- common core of accounting knowledge