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Accounting curriculum reform? The devil is in the detail

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  • Carmona, Salvador

Abstract

Chabrak and Craig's paper (2013) draws on a number of assumptions that require qualification. In particular, I focus on the following aspects: (i) purpose of reform, (ii) faculty, (iii) students, (iv) degree in management/accounting, and (v) educational materials. In retrospect, calls for the reform of the accounting curriculum have been rather unsuccessful. Therefore rather than waiting for the implementation of some “grand” reform, I encourage an individual approach to this important issue. In this regard, the commentary concludes with some specific suggestions to instill critical thinking in accounting students.

Suggested Citation

  • Carmona, Salvador, 2013. "Accounting curriculum reform? The devil is in the detail," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 113-119.
    • Handle: RePEc:eee:crpeac:v:24:y:2013:i:2:p:113-119
    DOI: 10.1016/j.cpa.2012.03.004
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    References listed on IDEAS

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    1. Nihel Chabrak & Russell Craig, 2013. "Student imaginings, cognitive dissonance and critical thinking," Post-Print hal-02402316, HAL.
    2. Claire Dambrin & Caroline Lambert, 2012. "Who is she and who are we? A reflexive journey in research into the rarity of women in the highest ranks of accountancy," Post-Print hal-00687845, HAL.
    3. Chabrak, Nihel & Craig, Russell, 2013. "Student imaginings, cognitive dissonance and critical thinking," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 91-104.
    4. Ocampo-Gómez, Elizabeth & Ortega-Guerrero, Juan C., 2013. "Expanding the perspective and knowledge of the accounting curriculum and pedagogy in other locations: The case of Mexico," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 145-153.
    5. Nieves Carrera & Salvador Carmona & Isabel Gutiérrez, 2008. "Human capital, age and job stability: Evidence from Spanish certified auditors (1976–1988)," Accounting and Business Research, Taylor & Francis Journals, vol. 38(4), pages 295-312.
    6. Revsine, Lawrence, 2002. "Enron: sad but inevitable," Journal of Accounting and Public Policy, Elsevier, vol. 21(2), pages 137-145.
    7. Dambrin, Claire & Lambert, Caroline, 2012. "Who is she and who are we? A reflexive journey in research into the rarity of women in the highest ranks of accountancy," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 23(1), pages 1-16.
    8. Nieves Carrera & Isabel Gutierrez & Salvador Carmona, 2001. "Gender, the state and the audit profession: evidence from Spain (1942-88)," European Accounting Review, Taylor & Francis Journals, vol. 10(4), pages 803-815.
    9. Low, Mary & Davey, Howard & Hooper, Keith, 2008. "Accounting scandals, ethical dilemmas and educational challenges," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 19(2), pages 222-254.
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    Cited by:

    1. Ocampo-Gómez, Elizabeth & Ortega-Guerrero, Juan C., 2013. "Expanding the perspective and knowledge of the accounting curriculum and pedagogy in other locations: The case of Mexico," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 145-153.
    2. Graham, Cameron, 2013. "Teaching accounting as a language," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 120-126.
    3. Murphy, Tim & O’Connell, Vincent, 2017. "Challenging the dominance of formalism in accounting education: An analysis of the potential of stewardship in light of the evolution of legal education," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 44(C), pages 1-29.
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    5. Boyce, Gordon & Greer, Susan, 2013. "More than imagination: Making social and critical accounting real," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 105-112.

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