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Accountability of accounting educators and the rhythm of the university: resistance strategies for postmodern blues

Listed author(s):
  • Russell Craig
  • Joel Amernic
Registered author(s):

    This paper conducts a wide-ranging and critical interpretative review of the accountability of university accounting educators. The 'idea' of the university is reviewed briefly. Particular attention is given to analysing the implication of accounting and auditing in the ravaging of universities; and to the effect of the market model on what we teach, how we teach and how we ought to discharge our accountability, as educators, to society. We explore the implications of regarding 'university accountability' as ideograph and persuasive definition and draw upon Whitehead (1929/1957) to propose a re definition of the descriptive meaning of 'university accountability'. Whereas the principal focus is discipline-specific (accounting education), the central thesis and the themes pursued have strong relevance for university educators in all disciplines. We reflect upon four interrelated contemporary issues affecting accounting educators: globalization, market force hysteria, metaphor and the university as a market-driven business, and Internet technology. We contend that accounting education should focus less on technical menus and more on social critique; argue that the response of accounting educators to the pedagogical demands of the Internet age has been inadequate; and profess the view that accounting educators might better discharge their accountability by adopting an approach to curriculum development and education which is akin to critical action learning.

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    Article provided by Taylor & Francis Journals in its journal Accounting Education.

    Volume (Year): 11 (2002)
    Issue (Month): 2 ()
    Pages: 121-171

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    Handle: RePEc:taf:accted:v:11:y:2002:i:2:p:121-171
    DOI: 10.1080/0963928021000031772
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    1. repec:bla:joares:v:3:y:1965:i:1:p:32-62 is not listed on IDEAS
    2. Amernic, Joel H., 1985. "The roles of accounting in collective bargaining," Accounting, Organizations and Society, Elsevier, vol. 10(2), pages 227-253, April.
    3. Hines, Ruth D., 1988. "Financial accounting: In communicating reality, we construct reality," Accounting, Organizations and Society, Elsevier, vol. 13(3), pages 251-261, April.
    4. Paul DiMaggio & Eszter Hargittai & W. Russell Neuman & John P. Robinson, 2001. "Social Implications of the Internet," Working Papers 159, Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Arts and Cultural Policy Studies..
    5. Shackelford, Jean, 1992. "Feminist Pedagogy: A Means for Bringing Critical Thinking and Creativity to the Economics Classroom," American Economic Review, American Economic Association, vol. 82(2), pages 570-576, May.
    6. Brian Salter & Ted Tapper, 2000. "The Politics of Governance in Higher Education: the Case of Quality Assurance," Political Studies, Political Studies Association, vol. 48(1), pages 66-87, March.
    7. Joel Amernic & Russell Craig, 1999. "The Internet in Undergraduate Management Education: A Concern for Neophytes Among Metaphors," Prometheus, Taylor & Francis Journals, vol. 17(4), pages 437-450.
    8. Sinclair, Amanda, 1995. "The chameleon of accountability: Forms and discourses," Accounting, Organizations and Society, Elsevier, vol. 20(2-3), pages 219-237.
    9. Jim Barry, 2001. "Between the Ivory Tower and the Academic Assembly Line," Journal of Management Studies, Wiley Blackwell, vol. 38(1), pages 88-101, January.
    10. J. H. Amernic & D. L. Losell & R. J. Craig, 2000. "'Economic value added' as ideology through a critical lens: towards a pedagogy for management fashion?," Accounting Education, Taylor & Francis Journals, vol. 9(4), pages 343-367.
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