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Expanding the Horizons of Accounting Education: Incorporating Social and Critical Perspectives

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  • Gordon Boyce
  • Susan Greer
  • Bill Blair
  • Cindy Davids

Abstract

This paper examines a case of accounting education change in the context of increased interest in ethical, social, and environmental accountability, presenting a reflexive case study of a new university accounting subject incorporating social and critical perspectives. Foundational pedagogical principles and key aspects of curriculum are outlined. The pedagogy draws on the integration of humanistic and formative education (principally based on Gramscian and Freirean approaches) and deep and elaborative learning. Two key aspects of curriculum and pedagogy are analysed. First, a curriculum based on a broad conception of accounting and accountability as power-laden social processes, drawing on a range of research literature. Second, the adoption of an authentic, supportive, and collegial team teaching approach. Students' feedback relating to identified issues is presented. The paper contributes to the renewal of the social and ethical worth of accounting education, concluding that deep accounting educational change encompasses both the content and practice of classroom activity and changes in the self-consciousness of staff and students.

Suggested Citation

  • Gordon Boyce & Susan Greer & Bill Blair & Cindy Davids, 2012. "Expanding the Horizons of Accounting Education: Incorporating Social and Critical Perspectives," Accounting Education, Taylor & Francis Journals, vol. 21(1), pages 47-74, April.
    • Handle: RePEc:taf:accted:v:21:y:2012:i:1:p:47-74
    DOI: 10.1080/09639284.2011.586771
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    Cited by:

    1. Boyce, Gordon, 2014. "Accounting, ethics and human existence: Lightly unbearable, heavily kitsch," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 25(3), pages 197-209.
    2. Pincus, Karen V. & Stout, David E. & Sorensen, James E. & Stocks, Kevin D. & Lawson, Raef A., 2017. "Forces for change in higher education and implications for the accounting academy," Journal of Accounting Education, Elsevier, vol. 40(C), pages 1-18.
    3. Mel Timpson & Leopold Bayerlein, 2021. "Accreditation without Impact: The Case of Accreditation by Professional Accounting Bodies in Australia," Australian Accounting Review, CPA Australia, vol. 31(1), pages 22-34, March.
    4. Andiola, Lindsay M. & Masters, Erin & Norman, Carolyn, 2020. "Integrating technology and data analytic skills into the accounting curriculum: Accounting department leaders’ experiences and insights," Journal of Accounting Education, Elsevier, vol. 50(C).
    5. Ballantine, Joan & Boyce, Gordon & Stoner, Greg, 2024. "A critical review of AI in accounting education: Threat and opportunity," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 99(C).
    6. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Watson, Stephanie F., 2013. "Accounting education literature review (2010–2012)," Journal of Accounting Education, Elsevier, vol. 31(2), pages 107-161.
    7. Aresu, Simone & Monfardini, Patrizio, 2023. "Oppressed by consumerism: The emancipatory role of household accounting," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 96(C).
    8. Diana-Andreea, TRAISTARU, 2016. "The Necessity For A Fundamental Relationship Between Accounting Education And Profession On The Basis Of Accounting Standards Application," Management Strategies Journal, Constantin Brancoveanu University, vol. 31(1), pages 97-102.
    9. David Andrés Camargo Mayorga & Jennifer Lorena Gómez Contreras, 2019. "Opportunities And Challenges Of The Incorporation Of Information Technologies And Communication (Ict) In Accounting Education," Economy & Business Journal, International Scientific Publications, Bulgaria, vol. 13(1), pages 232-239.
    10. 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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