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Whither (or Wither) Accounting Education in the New Millennium

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  • M.R. Mathews

Abstract

This paper attempts to stimulate interest in the development of accounting education. The various approaches adopted in five English speaking countries are outlined. The accounting education literature is reviewed and found to contain relatively little on curriculum development, excepting where this is a part of ‘official’ reports on the state of accounting education and associated problems. The most recent of these reports (Albrecht and Sack, 2000) observed that institutions should make strategic decisions about the types of programmes that they choose to offer, and that the ‘one size fits all’ approach is outdated. This paper then proposes that, in Australia and New Zealand thought be given to moving accounting education away from the large‐scale undergraduate teaching scenario and towards a graduate entry ‘conversion’ approach.

Suggested Citation

  • M.R. Mathews, 2001. "Whither (or Wither) Accounting Education in the New Millennium," Accounting Forum, Taylor & Francis Journals, vol. 25(4), pages 380-394, December.
    • Handle: RePEc:taf:accfor:v:25:y:2001:i:4:p:380-394
    DOI: 10.1111/1467-6303.00072
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    Cited by:

    1. Lakshmi, Geeta, 2018. "Gekko and black swans: Finance theory in UK undergraduate curricula," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 52(C), pages 35-47.
    2. Christopher Humphrey, 2005. "'In the aftermath of crisis: Reflections on the principles, values and significance of academic inquiry in accounting': Introduction," European Accounting Review, Taylor & Francis Journals, vol. 14(2), pages 341-351.
    3. Saravanamuthu, Kala, 2015. "Instilling a sustainability ethos in accounting education through the Transformative Learning pedagogy: A case-study," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 32(C), pages 1-36.
    4. Malcolm Anderson, 2002. "Accounting History publications 2001," Accounting History Review, Taylor & Francis Journals, vol. 12(3), pages 505-512.

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