Benchmarking Introductory Accounting Curricula: Experience from Australia

Abstract

Within the context of debate about the state of accounting education in general, introductory accounting subjects have been the target of considerable criticism, particularly in terms of narrow content, technical focus, use of transmissive models of teaching, and inattention to the development of students' generic skills. This paper reports on the results of an exploratory study of these issues in introductory accounting which involved the review of subject outlines and prescribed textbooks, and the conduct of a cross-sectional survey of the introductory accounting teaching coordinators in Australian universities (n = 21). The primary aims of the study were to establish and apply benchmarks in evaluating existing curricula with respect to subject orientation, learning objectives, topics, teaching delivery, learning strategies, and assessment. The results of the study suggest that traditional approaches to subject content and delivery continue to dominate, with limited indicators of innovations to enhance the diversity and quality of learning experiences and learning outcomes.

Keywords:

• Accounting education
• introductory accounting
• educational benchmarking
• pedagogy

Acknowledgements

The authors are grateful to the Editor, an Associate Editor and the two anonymous referees of Accounting Education: an international journal for their valuable comments and suggestions. The authors also wish to thank participants of the Charles Sturt University Accounting Research Forum, the Accounting and Finance Association of Australia and New Zealand Annual Conference 2006, and the 3rd International Conference on Contemporary Business.

Notes

Introductory accounting is sometimes referred to as elementary accounting or principles of accounting. It is the first core accounting subject in a Bachelor's degree programme that is generally studied by both students majoring in accounting and other business sub-disciplines. The term ‘subject’ refers to a single unit of study undertaken as part of an undergraduate program. Some institutions may refer to subjects as ‘units’, ‘modules’ or ‘papers’, and in the USA a subject is often synonymous with ‘course’

Surveys were mailed to the subject coordinator, where known, or to the Head of Department for distribution to the relevant subject coordinator. Surveys were also provided to academics attending the annual CPA Australia Accounting Educators' Forum, for distribution to the introductory accounting subject coordinator in their universities, as a further means for ensuring surveys reached the intended recipients.

The classification of universities as ‘old’ or ‘new’ was based on pre- and post-1987 university establishment dates, in accord with DEST (2002b). Metropolitan and regional university categorisations were self-selected by respondents and checked against criteria concerning capital city/non-capital city campus locations and student catchment areas.

Workshops are similar to tutorials or seminars, although often involving somewhat larger groups of students, which are focused on engaging students individually or in groups in working on problems, exercises and tasks to gain direct, hands-on experience.