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The value of problem-based learning in learning for sustainability: Undergraduate accounting student perspectives

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  • Wyness, Lynne
  • Dalton, Fiona

Abstract

This paper discusses the findings of a small ethnographic study that explored students’ perceptions of the value of problem-based learning in introducing sustainability, in a two semester elective accounting module at a post-1992 university in south-west England. Findings suggest that students believed that gaining knowledge of sustainability is essential for all accounting undergraduates, not just those who elect to follow a specialist module, and that problem-based learning is an appropriate and enabling method with which to introduce sustainability. It is also important for developing individual interest, building knowledge of various accounting, auditing, and reporting procedures, and motivating students. For those who wish to develop a sustainability in accounting module, a caveat is presented that delivery of sustainability within a core, single-semester module has potential implications for student motivation and depth of learning. Recommendations are made to help mitigate these potential issues and with the necessary amendments in place, the paper argues that sustainability should constitute a core module in all accounting programmes in the interests of students, the accounting profession, and society at large.

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  • Wyness, Lynne & Dalton, Fiona, 2018. "The value of problem-based learning in learning for sustainability: Undergraduate accounting student perspectives," Journal of Accounting Education, Elsevier, vol. 45(C), pages 1-19.
    • Handle: RePEc:eee:joaced:v:45:y:2018:i:c:p:1-19
    DOI: 10.1016/j.jaccedu.2018.09.001
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