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Contemporary accounting education and society

Author

Listed:
  • Martin Kelly
  • Howard Davey
  • Neil Haigh

Abstract

This paper questions the purpose of contemporary accounting education for society and reflects on what accounting academics are attempting to achieve in universities today. The authors suggest that a number of extant educational issues and beliefs (and the associated underlying assumptions) concerning the purpose and practice of tertiary education in accounting need to be challenged if we are to progress. The authors suggest the adoption of an alternative approach to educational practices in accounting in order to provide 'holistic education'. We believe that in our fast changing society we must produce graduates who have learned how to learn, and who are capable of continuously adapting themselves to help in the ongoing development of society. We outline an integrated accounting course that was developed to provide an holistic educational experience within an accounting context.

Suggested Citation

  • Martin Kelly & Howard Davey & Neil Haigh, 1999. "Contemporary accounting education and society," Accounting Education, Taylor & Francis Journals, vol. 8(4), pages 321-340.
    • Handle: RePEc:taf:accted:v:8:y:1999:i:4:p:321-340
    DOI: 10.1080/096392899330829
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    References listed on IDEAS

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    1. Hopper, Trevor & Storey, John & Willmott, Hugh, 1987. "Accounting for accounting: Towards the development of a dialectical view," Accounting, Organizations and Society, Elsevier, vol. 12(5), pages 437-456, August.
    2. Edward Arrington, C. & Schweiker, William, 1992. "The rhetoric and rationality of accounting research," Accounting, Organizations and Society, Elsevier, vol. 17(6), pages 511-533, August.
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    Cited by:

    1. 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.
    2. Dellaportas, Steven & Hassall, Trevor, 2013. "Experiential learning in accounting education: A prison visit," The British Accounting Review, Elsevier, vol. 45(1), pages 24-36.
    3. Nigel Brown, 2006. "The development of a questionnaire assessing metacognitive patterns of students majoring in accounting in higher education," Accounting Education, Taylor & Francis Journals, vol. 15(3), pages 301-323.
    4. Ferguson, John & Collison, David & Power, David & Stevenson, Lorna, 2005. "What are recommended accounting textbooks teaching students about corporate stakeholders?," The British Accounting Review, Elsevier, vol. 37(1), pages 23-46.
    5. Duff, Angus & Marriott, Neil, 2017. "The teaching-research gestalt in accounting: A cluster analytic approach," The British Accounting Review, Elsevier, vol. 49(4), pages 413-428.
    6. Ferguson, John & Collison, David & Power, David & Stevenson, Lorna, 2009. "Constructing meaning in the service of power: An analysis of the typical modes of ideology in accounting textbooks," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 20(8), pages 896-909.
    7. Catriona Paisey & Nicholas Paisey, 2003. "Developing research awareness in students: an action research project explored," Accounting Education, Taylor & Francis Journals, vol. 12(3), pages 283-302.
    8. John Ferguson & David Collison & David Power & Lorna Stevenson, 2006. "Accounting textbooks: Exploring the production of a cultural and political artifact," Accounting Education, Taylor & Francis Journals, vol. 15(3), pages 243-260.

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