Expanding the perspective and knowledge of the accounting curriculum and pedagogy in other locations: The case of Mexico

Elizabeth Ocampo-Gómez and Juan C. Ortega-Guerrero

CRITICAL PERSPECTIVES ON ACCOUNTING, 2013, vol. 24, issue 2, 145-153

Abstract: In our analysis of the accounting career and practice in Mexico, we include a comparative examination of the university curriculum, noting how it has changed over time, and we examine the differences between the accounting programs in the public and private higher education systems. We took this approach to investigate recent concerns raised by many academics from the field of accounting, about the ethicality of the accounting practice and the role played by universities in teaching would-be accountants ethics, and how Mexico compares to other countries that are currently being studied in response to Chabrak and Craig's (2012) work. Our perspective and experience with Community Service-Learning as a tool to achieve critical self-reflexivity, foster community engagement, and experiential understanding with principles of social justice, leads us to suggest CSL as another method to help address the valid concerns that have been raised about ethics education in the accounting career.

Keywords: Critique; Enseignement de la comptabilité; Crítica; Educación contable; Currículo; Servicio Social; ética; Critical; Accounting education; Curriculum; Community Service Learning; Service learning; Ethics (search for similar items in EconPapers)
Date: 2013
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:crpeac:v:24:y:2013:i:2:p:145-153

DOI: 10.1016/j.cpa.2012.07.002

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