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Integrating sociological concepts into the study of accounting : yielding the benefits of team teaching

Boyce, Gordon, Greer, Susan, Blair, Bill and Davids, Cindy 2008, Integrating sociological concepts into the study of accounting : yielding the benefits of team teaching, Asian social science, vol. 4, no. 3, pp. 48-58.

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Title Integrating sociological concepts into the study of accounting : yielding the benefits of team teaching
Author(s) Boyce, Gordon
Greer, Susan
Blair, Bill
Davids, Cindy
Journal name Asian social science
Volume number 4
Issue number 3
Start page 48
End page 58
Total pages 11
Publisher Canadian Center of Science and Education
Place of publication Toronto, ON
Publication date 2008-03
ISSN 1911-2025
1911-2017
Keyword(s) accounting education
sociology
team teaching
student feedback
Summary In response to recent criticisms of business and accounting education, a team of educators introduced a new course in social and critical perspectives on accounting. The course sought to integrate sociological concepts into the study of accounting, with key themes of social construction and social power forming a core of the course. The express intention was to raise student awareness of the nature and functions of accounting in contemporary society. The core teaching strategy involved team teaching, which was used to enhance learning and develop higher order generic skills. Feedback from two diverse cohorts of students vindicated the approach undertaken and reinforced the importance of linking teaching and research in accounting programs. Change in accounting education can be directed towards regaining and rebuilding social relevance for a discipline too often associated with a narrow economic imperative rather than the broader public interest.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, Canadian Center of Science and Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30032790

Document type: Journal Article
Collections: School of Law
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