Balancing the vocational and academic dimensions of accounting education: the case for a core curriculum

Paisey, C. and Paisey, N.J. (2007) Balancing the vocational and academic dimensions of accounting education: the case for a core curriculum. Journal of Vocational Education and Training, 59(1), pp. 89-105. (doi: 10.1080/13636820601145705)

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Knowledge is a defining characteristic of professions but, given the ever‐increasing knowledge base, curricula in professional disciplines are becoming overcrowded. This paper discusses propositional/declarative knowledge in relation to the accounting knowledge base. Historically, professional areas such as medicine, law and accountancy have expanded their curriculum to encompass new areas. However, core curricula have been introduced recently in medicine and law to provide space for the development of wider skills, to equip students for lifelong learning and to enable them to tailor their study in line with interests, aptitudes and career intentions. These core curricula are examined in order to assess the arguments for and against a core curriculum for accounting. The paper concludes that the introduction of core curricula in undergraduate accounting education could address the problem of the increasing knowledge base while providing breadth, opportunities for developing interpersonal skills and allowing students to tailor their degrees. In this way, the vocational and academic aspects of undergraduate accounting education could be balanced more effectively.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Paisey, Professor Catriona
Authors: Paisey, C., and Paisey, N.J.
College/School:College of Social Sciences > Adam Smith Business School > Accounting and Finance
Journal Name:Journal of Vocational Education and Training
ISSN (Online):1747-5090
Published Online:15 February 2007

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