Incorporating sustainability into accounting curricula: Lessons learnt from an action research study

James Hazelton*, Matthew Haigh

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

32 Citations (Scopus)
45 Downloads (Pure)

Abstract

This paper chronicles the journey of two projects that sought to incorporate principles of sustainable development into predominantly technical postgraduate accounting curricula. The design and delivery of the projects were informed by Freirian principles of praxis and critical empowerment. The first author introduced sustainability-related material into a core technical accounting unit and created an elective unit. The second author participated with students to evaluate critically social reports of employers, current and potential. In terms of an objective of bringing reflexivity into the classroom, both projects were marked by some success, but efforts to create permanent curriculum change were hampered by the predominantly vocational orientation of student cohorts. In addition, the traditionally technical focus of the professional bodies and competing educational reform agendas (such as vocational skills) add to the difficulties for sustainability in penetrating already overcrowded curricula.

Original languageEnglish
Pages (from-to)159-178
Number of pages20
JournalAccounting Education
Volume19
Issue number1-2
DOIs
Publication statusPublished - Feb 2010

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