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Incorporating Sustainability into Accounting Curricula: Lessons Learnt From an Action Research Study

Hazelton, James and Haigh, Matthew (2010). Incorporating Sustainability into Accounting Curricula: Lessons Learnt From an Action Research Study. Accounting Education: An International Journal, 19(1-2) pp. 159–178.

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This paper chronicles the journey of two projects that sought to incorporate principles of sustainable development into predominantly technical postgraduate accounting curricula. The design and delivery of the projects were informed by Freirian principles of praxis and critical empowerment. The first author introduced sustainability-related material into a core technical accounting unit and created an elective unit. The second author participated with students to evaluate critically social reports of employers, current and potential. In terms of an objective of bringing reflexivity into the classroom, both projects were marked by some success, but efforts to create permanent curriculum change were hampered by the predominantly vocational orientation of student cohorts. In addition, the traditionally technical focus of the professional bodies and competing educational reform agendas (such as vocational skills) add to the difficulties for sustainability in penetrating already overcrowded curricula.

Item Type: Journal Item
Copyright Holders: 2010 Taylor & Francis
ISSN: 1468-4489
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetMacquarie University’s Graduate School of the Environment
Not SetNot SetAustralian Government Department of the Environment and Heritage
Keywords: Professional education; action research; critical consciousness; sustainability
Academic Unit/School: Faculty of Business and Law (FBL) > Business > Department for Accounting and Finance
Faculty of Business and Law (FBL) > Business
Faculty of Business and Law (FBL)
Related URLs:
Item ID: 50561
Depositing User: Matthew Haigh
Date Deposited: 17 Aug 2017 15:48
Last Modified: 13 May 2019 14:03
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