Enhancing sustainability education in the accounting curriculum: an effective learning strategy

Umesh Sharma and Brody Stewart

Pacific Accounting Review, 2022, vol. 34, issue 4, 614-633

Abstract: Purpose - This paper aims to examine the embedding of sustainability courses in the accounting curriculum by using the Delta Business School in New Zealand as an example. The focus of this paper is an effective learning strategy on sustainability education, which other business schools could follow using this approach. Design/methodology/approach - Each course’s published outline was subjected to an in-depth analysis. Semi-structured interviews were used to gather information from the course controllers and students. Findings - The findings revealed that while some courses are considered stand-alone sustainability courses, others incorporate a technical focus on accounting as required by the professional accounting bodies: Chartered Accountants Australia and New Zealand, certified public accountant (Australia) and Association of Chartered Certified Accountants. Research limitations/implications - The research is limited to sustainability education content at a single university. Practical implications - Students at tertiary education institutions, who will be future managers, are dependent on business schools to teach them the importance of sustainability. Social implications - Sustainability education in accounting could be instrumental in transforming the nature and role of the accountant in society. Originality/value - This paper contributes to the discussion required to understand how sustainability education is embedded within the accounting curriculum and the perceptions of lecturers and students with regard to sustainability education.

Keywords: Accounting education; Legitimacy theory; Sustainability; Critical thinking (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:eme:parpps:par-02-2021-0029

DOI: 10.1108/PAR-02-2021-0029

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