Author:
Sharma Umesh,Stewart Brody
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.
Cited by
14 articles.
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