Sustainability in the undergraduate and postgraduate business curriculum of a regional university: A critical perspective

Heidt, Tania von der; Lamberton, Geoff

doi:10.1017/s1833367200001322

Cited by 31 publications

(19 citation statements)

References 23 publications

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“…The global financial and economic crisis of recent years has also affected the education sector, in general, not only in terms of budget reductions and reduced learning opportunities, but also in the impact on educational aims themselves [36]. The crisis has led to another wave of reforms being undertaken in Australian universities, under the framework of the Bradley Report [37], which proposes radical structural changes in how university places are distributed and funded, and major improvements in terms of student income support and research funding policy.…”

Section: The Reform Of the Australian University System And The Role mentioning

confidence: 99%

“…This initiative is considered to represent a great opportunity for the universities themselves and for society as a whole [6,40]. This is one reason why many Australian universities have participated in the creation of international groups, such as the Association of University Leaders for a Sustainable Future [41], and have supported the incorporation of CSR and sustainability issues into teaching, research and all other operations undertaken by the university [36].…”

Section: The Reform Of the Australian University System And The Role mentioning

confidence: 99%

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Are Australian Universities Making Good Use of ICT for CSR Reporting?

2015

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Abstract:The higher education system in Australia has witnessed various government initiatives that have provided funding to integrate corporate social responsibility (CSR) issues and thus contribute to the training of professionals with a strong sense of ethics, social values and concern for the repercussions of business activities in society. There are increasing demands from stakeholders for more transparent and more accountable information, including questions related to CSR. This paper analyses the policies and communication strategies regarding CSR information applied in Australian universities and considers whether they are making good use of information and communication technologies (ICT) to facilitate interaction with stakeholders. The results show that ICT have not been considered a relevant tool in terms of improving accountability regarding CSR concerns in Australian universities, although they could represent a differentiation factor in the competitive environment of higher education.

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Section: The Reform Of the Australian University System And The Role mentioning

confidence: 99%

Section: The Reform Of the Australian University System And The Role mentioning

confidence: 99%

Are Australian Universities Making Good Use of ICT for CSR Reporting?

2015

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“…Such understanding can best be learned in a university and not in the corporate environment (Wylie, 1995;Von der Heidt and Lamberton, 2011;Zulkifli, 2011). Gray et al (1994) and Gibson (1997) note that, despite growing research by accounting academics on sustainability and environmental issues, there is little teaching of sustainable development courses in the accounting curricula at tertiary institutions.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, there are concerns that present accounting education is deficient regarding aspects of sustainable development, environment, society and climate change (see, for example, Lewis et al, 1992;Gray and Collison, 2002;Ferguson et al, 2005;Von der Heidt and Lamberton, 2011). Consequently, Gray et al (1994), Gray and Collison (2002) and Von der Heidt and Lamberton (2011) posit that embedding sustainable development education in the accounting curriculum would contribute toward ameliorating some ethical problems that are plaguing the accounting profession as this would bring about a change in the behaviour of accountants.…”

Section: Introductionmentioning

confidence: 99%

Towards integrating sustainable development in South African universities' accounting education

Ngwakwe

2014

IJSD

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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.

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“…The negative impacts of these businesses can be manifold and have been argued to include the areas of poverty, human and labour rights, environmental degradation and "threats to traditional cultures" (Gallhofer and Haslam, 2006, p. 907). In short, businesses, as the primary polluters and largest users of natural resources, are a major contributor to current unsustainability and some argue will, therefore, also need to be part of any moves towards a more sustainable future (von der Heidt and Lamberton, 2011).…”

Section: Introductionmentioning

confidence: 99%

Can accreditation help a leopard change its spots?

Cooper

Parkes

Blewitt

2014

Accounting, Auditing &Amp; Accountability Journal

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Purpose -Neo-institutional theory suggests that organisations change occurs when institutional contradictions, caused by exogenous and endogenous dynamics, increase over time to the point where change can no longer be resisted. Human praxis will result, but only when sufficiently powerful interests are motivated to act. This paper aims to examine the role that the accreditation of business schools can play in increasing institutional contradictions and hence fostering organisational change towards stakeholder engagement and engagement with social responsibility and sustainability issues. Numerous accreditations are promulgated within the higher education and business school contexts and a number of these relate to, or have aspects that relate to, ethics, social responsibility and sustainability.Design/methodology/approach -The paper first analyses the take up of accreditations across UK business schools and then uses a case study to illustrate and explore stakeholder engagement and changes related to ethics, social responsibility and sustainability linked to accreditation processes. Findings -Accreditations are found to be an increasingly common interest for UK business schools. Further, a number of these accreditations have evolved to incorporate issues related to ethics, social responsibility and sustainability that may cause institutional contradictions and may, therefore, have the potential to foster organisational change. Accreditation alone, however, is not sufficient and the authors find that sufficiently powerful interests need to be motivated to act and enable human praxis to affect change.

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Sustainability in the undergraduate and postgraduate business curriculum of a regional university: A critical perspective

Abstract: A B S T R A C TThe challenge to embed sustainability in the formal curriculum has been greatest for the business studies curriculum. Schools

Cited by 31 publications

References 23 publications

Are Australian Universities Making Good Use of ICT for CSR Reporting?

Are Australian Universities Making Good Use of ICT for CSR Reporting?

Towards integrating sustainable development in South African universities' accounting education

Can accreditation help a leopard change its spots?

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