Dialogic education:reflections from an accounting course


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: College of Business and Social Sciences > Aston Business School > Accounting
College of Business and Social Sciences > Aston Business School
College of Business and Social Sciences > 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
Publication ISSN: 1757-9856
Last Modified: 27 Jun 2024 08:37
Date Deposited: 26 Aug 2015 20:37
Full Text Link: http://www.inde ... er.php?id=69184
Related URLs:
PURE Output Type: Article
Published Date: 2015
Published Online Date: 2015-04-15
Authors: Manochin, Melina M. (ORCID Profile 0000-0003-2730-5587)
Cooper, Stuart



Version: Accepted Version

Export / Share Citation


Additional statistics for this record