Expanding the perspective and knowledge of the accounting curriculum and pedagogy in other locations: The case of Mexico |
| |
| Authors: | Elizabeth Ocampo-Gómez Juan C Ortega-Guerrero |
| |
| Institution: | 1. Turku School of Economics, Finland;2. University of Tampere, Finland;1. Accounting and Finance Subject Group, Adam Smith Business School, University of Glasgow, Main Building, Glasgow G12 8QQ, UK;2. School of Management and Languages, Heriot-Watt University, Riccarton, Edinburgh EH14 4AS, UK;1. School of Accounting and Commercial Law, Victoria University of Wellington, PO Box 600, Wellington, New Zealand;2. Queen''s University, Belfast, United Kingdom;3. Victoria University of Wellington, New Zealand;4. Portland State University, Portland, United States;1. University of Sheffield, Management School, Conduit Road, Sheffield S10 1FL, United Kingdom;2. Leeds University Business School, University of Leeds, Leeds LS2 9JT, United Kingdom |
| |
| Abstract: | In our analysis of the accounting career and practice in Mexico, we include a comparative examination of the university curriculum, noting how it has changed over time, and we examine the differences between the accounting programs in the public and private higher education systems. We took this approach to investigate recent concerns raised by many academics from the field of accounting, about the ethicality of the accounting practice and the role played by universities in teaching would-be accountants ethics, and how Mexico compares to other countries that are currently being studied in response to Chabrak and Craig's (2012) work. Our perspective and experience with Community Service-Learning as a tool to achieve critical self-reflexivity, foster community engagement, and experiential understanding with principles of social justice, leads us to suggest CSL as another method to help address the valid concerns that have been raised about ethics education in the accounting career. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
