Abstract
The market in which accounting and business professionals currently operate
within is becoming increasingly complex. Such a changing, complex and
integrated environment demands a holistic conceptualisation of the accounting
profession, where accountants need to be able to think about the business
environment in diverse and integrated ways, which adopt a transdisciplinary
approach. In order to develop an integrated perspective, accounting higher
education programs need to be designed in a way that focus on the developmental
process of a professional accountant, within adopted pedagogical frameworks.
This chapter presents a case study on an innovative redesign of an accounting
capstone unit that embeds reflective practice as the core element within its
curricula design. By placing an emphasis on a contextual appreciation of
accounting amongst graduates, students are able to visualise the role accounting
plays within their own lives, professional organisations and society more broadly.
In developing and building a capacity to reflect amongst both learners and
academic staff a critical and reflective culture is being created that enables for a
deeper understanding of the ‘ways of thinking’ as an accounting professional to
develop amongst accounting graduates.
Original language | English |
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Title of host publication | Capturing creativity through creative teaching |
Editors | Kathryn Coleman, Adele Flood |
Place of Publication | Champaign, IL |
Publisher | Common Ground Publishing |
Pages | 145-167 |
Number of pages | 23 |
ISBN (Print) | 9781612296371 |
Publication status | Published - 2015 |