Accounting curriculum change and iterative programme development: a case study

Carr, Shirley; Mathews, M. R.

doi:10.1080/0963928042000310814

Cited by 30 publications

(17 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Without staff support and adequate staff time, the provision for skills in accounting degree programmes is not possible. Carr and Mathews (2004) see tensions arising and barriers developing between accounting degree programmes and relevant stakeholders such as funding bodies and the profession in the development of degree curricula and the provision of accounting education. The results of this study provide more evidence for tensions developing amongst academics as they attempt to manage the political dimension of skills provision.…”

Section: Discussionmentioning

confidence: 99%

“…The accounting profession and accounting academics have debated the relevancy and substance of the curriculum, reviewing the roles educators and the profession have in the education process (AAA, 1986;AECC, 1990;Berry, 1993;Gray et al, 1994;Albrecht and Sack, 2001;Carr and Mathews, 2004;Carr et al, 2006;Reckers, 2006). The role skills play in accounting education and the placing of skills, i.e.…”

Section: The Skills Debatementioning

confidence: 99%

See 1 more Smart Citation

Examining the skills debate in Scotland

Moore¹

2007

IJME

View full text Add to dashboard Cite

and has been researching topics in accounting education, including the issues surrounding the skills debate. She lectures in statistics for business research at both the undergraduate and post graduate level and in financial management for the University's MBA programme. The use of graphical displays in financial reporting and the authorship of annual reports are also research interests. Wan Ying Hill is a senior lecturer at Glasgow Caledonian University. She teaches social and environmental accounting and research methodology. Her research interests are in social and environmental accounting, social audit, accounting education; and she has published in a number of international refereed journals.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: The Skills Debatementioning

confidence: 99%

Examining the skills debate in Scotland

Moore¹

2007

IJME

View full text Add to dashboard Cite

show abstract

“…This knowledge is decided unilaterally by industry and professional groups, focused on economic growth and the creation of an appropriately skilled and willing workforce, rather than through a democratic process which allows for progressive educational programmes, political debate, and acknowledgement of different perspectives between and within subject areas (Hall 2005;Strathdee 1994). The contestability of knowledge is demonstrated by Barrow (2004) and by Carr and Mathews (2004) who describe different situations from their own practice where tension occurred around what is considered as valuable knowledge and who decides this.…”

Section: Concepts Of Knowledgementioning

confidence: 95%

On the impact of government policy on programme design in New Zealand post‐compulsory education

Govers

2010

Research in Post-Compulsory Education

View full text Add to dashboard Cite

The impact of national education policies on programme design practice in postcompulsory education tends to be marginalised in scholarly literature. This paper reviews and analyses the literature to explore how neo-liberalist discourses introduced in tertiary education and qualifications policies in New Zealand since 1989 continue to influence programme design in polytechnics. Tensions are identified in five areas: autonomy and accountability; the programme design process; student-centred learning; concepts of knowledge; and, cultural diversity. For each area current trends are described, based on the author's analysis of very recent policies. It will be concluded that the opportunities for educators and educational institutions to exercise autonomy in programme design continue to be limited by national policy pressures to meet economic and skills needs. Courage and willingness are required if educators are ever to turn the tide and re-focus education on the development of society beyond the needs of the economy.

show abstract

“…Jervis and Hartley (2005) explained the need for an accounting capstone course and described the objectives, content, and implementation of such a course including a discussion of faculty assignments, assessment methods, and information sources. Carr and Mathews (2004) described the curriculum changes in a New Zealand university in response to a call for change from the professional accounting body. The problems related to academics taking its lead from professional bodies were discussed.…”

Section: Curriculum and Instructionmentioning

confidence: 99%