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Towards integrating sustainable development in South African universities' accounting education

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  • Collins C. Ngwakwe

Abstract

This article attempts to depict a linkage between accounting education and sustainable development and how accounting education in South Africa may be fine-tuned to play an advocacy role toward sustainable development. The methodological approach is conceptually rooted in reviews coalesced with a suggested model of reform in accounting curricula. The article revisits the notion of sustainable development, and reviews the implication for and role of accounting education. Findings indicate that there is currently a gap between contemporary demand for social and environmental sustainability and the current stance of accounting education in South Africa. The article suggests how a first degree accounting curriculum in South Africa may be reformed in conformity with sustainable development ideology and highlights behavioural and ethical implications for accounting graduates. The suggested model contributes to the existing debate on sustainability and ethics in accounting and offers an agenda for further discussion and research.

Suggested Citation

  • Collins C. Ngwakwe, 2014. "Towards integrating sustainable development in South African universities' accounting education," International Journal of Sustainable Development, Inderscience Enterprises Ltd, vol. 17(4), pages 348-373.
    • Handle: RePEc:ids:ijsusd:v:17:y:2014:i:4:p:348-373
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    Cited by:

    1. Minga Negash & Tesfaye T. Lemma, 2020. "Institutional pressures and the accounting and reporting of environmental liabilities," Business Strategy and the Environment, Wiley Blackwell, vol. 29(5), pages 1941-1960, July.

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