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Incorporating sustainability into accounting education

Incorporating sustainability into accounting education
Incorporating sustainability into accounting education
This paper chronicles an action research project seeking to incorporate the principles of sustainability into higher education. Both researchers are lecturers in accounting departments in Australian universities and implemented changes in the accounting curriculum. Researcher one introduced sustainability-related material as part of a core technical unit and modified an elective unit which enabled students to further study sustainability. Researcher two modified an existing unit to enable students to critically evaluate their employment options. Both approaches had some success. However, a key difficulty encountered in both projects was the vocational orientation of the student cohort. We conclude that content considering ‘sustainability’ needs framing in terms of employment-related skills if it is to attract a wide range of students. In the longer term, institutional and student paradigms must change in order for such offerings to be considered ‘core’
Hazelton, James
457e2034-9a1c-4db4-a535-154d55542157
Haigh, Matthew
b23a476f-0ca5-4a58-8098-f05dcbe47835
Hazelton, James
457e2034-9a1c-4db4-a535-154d55542157
Haigh, Matthew
b23a476f-0ca5-4a58-8098-f05dcbe47835

Hazelton, James and Haigh, Matthew (2005) Incorporating sustainability into accounting education. 4th Global Conference on Environmental Justice and Global Citizenship, Oxford, UK. 04 - 06 Jul 2005. 14 pp .

Record type: Conference or Workshop Item (Paper)

Abstract

This paper chronicles an action research project seeking to incorporate the principles of sustainability into higher education. Both researchers are lecturers in accounting departments in Australian universities and implemented changes in the accounting curriculum. Researcher one introduced sustainability-related material as part of a core technical unit and modified an elective unit which enabled students to further study sustainability. Researcher two modified an existing unit to enable students to critically evaluate their employment options. Both approaches had some success. However, a key difficulty encountered in both projects was the vocational orientation of the student cohort. We conclude that content considering ‘sustainability’ needs framing in terms of employment-related skills if it is to attract a wide range of students. In the longer term, institutional and student paradigms must change in order for such offerings to be considered ‘core’

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More information

Published date: July 2005
Venue - Dates: 4th Global Conference on Environmental Justice and Global Citizenship, Oxford, UK, 2005-07-04 - 2005-07-06

Identifiers

Local EPrints ID: 47169
URI: http://eprints.soton.ac.uk/id/eprint/47169
PURE UUID: cc97b975-006c-4529-8c5f-f5ed6d9f9241

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Date deposited: 03 Aug 2007
Last modified: 24 Jul 2020 16:38

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