Dialogic education:reflections from an accounting course

Manochin, Melina M. and Cooper, Stuart (2015). Dialogic education:reflections from an accounting course. International Journal of Critical Accounting, 7 (1), pp. 49-72.

Abstract

Our paper aims to contribute to the growing body of literature that has suggested that tertiary accounting education should not simply transfer technical/functional/vocational accounting knowledge. This literature suggests that a more critical accounting educational content complemented by a more dialogical teaching approach is more appropriate. Our paper provides further reflections on just such a course and the challenges that this raises. Specifically, it comments on learner resistance and engagement, syllabus design, delivery and assessment methods. In addition, this paper introduces the role that theory, secondary research and debates have played in this course. The value of this type of course, in terms of developing and transforming the learners is discussed.

Publication DOI: https://doi.org/10.1504/IJCA.2015.069184
Divisions: Aston Business School > Accounting
Aston Business School
Aston Business School > Economics, Finance & Entrepreneurship
Additional Information: Int. J. of Critical Accounting is the original source of publication. http://dx.doi.org/10.1504/IJCA.2015.069184
Uncontrolled Keywords: accounting education,dialogic education,learning process,tertiary education,critical accounting,learner resistance,learner engagement,syllabus design,syllabus delivery,syllabus assessment,accounting theory,secondary research,debates
Full Text Link: http://www.inde ... er.php?id=69184
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Published Date: 2015
Authors: Manochin, Melina M. ( 0000-0003-2730-5587)
Cooper, Stuart

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