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Benchmarking introductory accounting curricula : Experience from Australia

Palm, Chrisann T. & Bisman, Jayne (2010) Benchmarking introductory accounting curricula : Experience from Australia. Accounting Education, 19(1), pp. 179-201.

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Abstract

Within the context of debate about the state of accounting education in general, introductory accounting subjects have been the target of considerable criticism, particularly in terms of narrow content, technical focus, use of transmissive models of teaching, and inattention to the development of students‟ generic skills. This paper reports on the results of an exploratory study of these issues in introductory accounting and which involved the review of subject outlines and prescribed textbooks, and the conduct of a cross-sectional survey of the introductory accounting teaching coordinators in Australian universities (n=21). The primary aims of the study were to establish and apply benchmarks in evaluating existing curricula with respect to subject orientation, learning objectives, topics, teaching delivery, learning strategies, and assessment. The results of our study suggest that traditional approaches to subject content and delivery continue to dominate, with limited indicators of innovations to enhance the diversity and quality of learning experiences and learning outcomes.

Impact and interest:

4 citations in Scopus
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ID Code: 26793
Item Type: Journal Article
Keywords: Accounting education, Introductory accounting, Eduational benchmarking, Pedagogy, HERN
DOI: 10.1080/09639280903254959
ISSN: 0963-9284
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Divisions: Current > QUT Faculties and Divisions > QUT Business School
Current > Schools > School of Accountancy
Copyright Owner: Copyright 2010 Taylor & Francis
Deposited On: 14 Aug 2009 11:34
Last Modified: 01 Mar 2012 00:29

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