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Expanding the perspective and knowledge of the accounting curriculum and pedagogy in other locations: The case of Mexico

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  • Ocampo-Gómez, Elizabeth
  • Ortega-Guerrero, Juan C.

Abstract

In our analysis of the accounting career and practice in Mexico, we include a comparative examination of the university curriculum, noting how it has changed over time, and we examine the differences between the accounting programs in the public and private higher education systems. We took this approach to investigate recent concerns raised by many academics from the field of accounting, about the ethicality of the accounting practice and the role played by universities in teaching would-be accountants ethics, and how Mexico compares to other countries that are currently being studied in response to Chabrak and Craig's (2012) work. Our perspective and experience with Community Service-Learning as a tool to achieve critical self-reflexivity, foster community engagement, and experiential understanding with principles of social justice, leads us to suggest CSL as another method to help address the valid concerns that have been raised about ethics education in the accounting career.

Suggested Citation

  • 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.
    • Handle: RePEc:eee:crpeac:v:24:y:2013:i:2:p:145-153
    DOI: 10.1016/j.cpa.2012.07.002
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    References listed on IDEAS

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    1. 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.
    2. David Cooper & Jeff Everett & Dean Neu, 2005. "Financial scandals, accounting change and the role of accounting academics: A perspective from North America," European Accounting Review, Taylor & Francis Journals, vol. 14(2), pages 373-382.
    3. Lehman, Cheryl R., 2013. "Knowing the unknowable and contested terrains in accounting," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 136-144.
    4. Nihel Chabrak & Russell Craig, 2013. "Student imaginings, cognitive dissonance and critical thinking," Post-Print hal-02402316, HAL.
    5. Carmona, Salvador, 2013. "Accounting curriculum reform? The devil is in the detail," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 113-119.
    6. 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.
    7. Lehman, Cheryl R., 1992. ""Herstory" in accounting: The first eighty years," Accounting, Organizations and Society, Elsevier, vol. 17(3-4), pages 261-285.
    8. 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.
    9. Chabrak, Nihel & Craig, Russell, 2013. "Student imaginings, cognitive dissonance and critical thinking," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 91-104.
    10. Graham, Cameron, 2013. "Teaching accounting as a language," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 120-126.
    11. 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.
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    Cited by:

    1. Lehman, Cheryl R., 2013. "Knowing the unknowable and contested terrains in accounting," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 136-144.
    2. Carmona, Salvador, 2013. "Accounting curriculum reform? The devil is in the detail," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 113-119.
    3. 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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