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Making accounting degrees fit for a university

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  • Hopper, Trevor

Abstract

This contribution is a commentary on the paper by Chabrak and Craig (2013) that calls for accounting pedagogy reforms that place accounting within its socio-economic context and enable students to formulate critiques and alternatives. It examines four areas pertinent to this: accounting curricula and pedagogy; accounting's relation within universities and to professional accounting institutions; student expectations; and accounting academics. The commentary concurs with the plea of Chabrak and Craig for curriculum and pedagogy reforms but notes the difficulties this faces in the UK (and possibly elsewhere) given the growing commercialisation of and competition between UK universities, and the influence of professional credentialing upon accounting academics who lack knowledge of accounting research. However, there is a public interest need, and a student and employer desire for curriculum and pedagogical reform and university teaching quality systems do not militate against this. The conclusion is that it lies with accounting academics to counter the drift of accounting degrees imitating from professional accounting courses.

Suggested Citation

  • Hopper, Trevor, 2013. "Making accounting degrees fit for a university," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 127-135.
    • Handle: RePEc:eee:crpeac:v:24:y:2013:i:2:p:127-135
    DOI: 10.1016/j.cpa.2012.07.001
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    References listed on IDEAS

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    1. John Burns & Trevor Hopper & Hassan Yazdifar, 2004. "Management accounting education and training: putting management in and taking accounting out," Qualitative Research in Accounting & Management, Emerald Group Publishing, vol. 1(1), pages 1-29, April.
    2. Nihel Chabrak & Russell Craig, 2013. "Student imaginings, cognitive dissonance and critical thinking," Post-Print hal-02402316, HAL.
    3. Prem Sikka & Colin Haslam & Orthodoxia Kyriacou & Dila Agrizzi, 2007. "Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence," Accounting Education, Taylor & Francis Journals, vol. 16(1), pages 3-21.
    4. 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.
    5. Gambling, Trevor, 1977. "Magic, accounting and morale," Accounting, Organizations and Society, Elsevier, vol. 2(2), pages 141-151, March.
    6. Prem Sikka & Colin Haslam & Orthodoxia Kyriacou & Dila Agrizzi, 2007. "A Rejoinder to 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'," Accounting Education, Taylor & Francis Journals, vol. 16(1), pages 59-64.
    7. Chabrak, Nihel & Craig, Russell, 2013. "Student imaginings, cognitive dissonance and critical thinking," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 91-104.
    8. Sonja Gallhofer & Jim Haslam, 2007. "A Commentary on 'Professionalizing Claims and the State of UK Professional Accounting Education: Some Evidence'," Accounting Education, Taylor & Francis Journals, vol. 16(1), pages 27-30.
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