Taking the pulse of accounting education reform: liberal education, sociological perspectives, and exploring ways forward

Gordon Boyce, Venkateshwaran Narayanan*, Susan Greer, Bill Blair

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)

Abstract

This paper examines the ‘state of play’ with regard to accounting education reform, which has been advocated for decades but is notable for having failed to produce significant change.  We build on prior calls to ‘liberalise’ accounting education, recommending a move to a more relevant curriculum that considers accounting in its social context. Based on an analysis of the accounting curriculum in 31 Australian and 8 New Zealand universities, we find that, despite widespread and continuing calls for a broader educational approach, there are very few examples of systemic curricular-wide change to the traditional technical and vocational focus of accounting education.  As a way forward, a sociologically-informed accounting curriculum is proposed to overcome the widely-recognised limitations of current approaches and the apparent failure of efforts to liberalise the curriculum.  We argue that our approach would facilitate the broadening of the curriculum, and the development of better-educated, well-rounded, and socially-aware graduates.

Original languageEnglish
Pages (from-to)274-303
Number of pages30
JournalAccounting Education
Volume28
Issue number3
DOIs
Publication statusPublished - 4 May 2019

Keywords

  • Accounting education
  • curriculum
  • education reform
  • liberal education
  • social
  • sociology

Fingerprint Dive into the research topics of 'Taking the pulse of accounting education reform: liberal education, sociological perspectives, and exploring ways forward'. Together they form a unique fingerprint.

Cite this