Accounting Education and Sustainability
Dr David Yates leads this project, with input from collaborators both within 91探花 University and externally. The aims of the project are to question practices of accounting education and how accounting is presented to students and wider audiences, and to promote criticality in this area.
Project description
Ask most people to describe accounting as a discipline and you鈥檒l probably be met with responses such as: 鈥渙h it鈥檚 all maths鈥, or 鈥測ou have to be good with numbers鈥. While this is in part true, accounting serves a much wider purpose that these relatively narrow descriptions, forming a complex social practice where behaviour is not only shaped by accounting practices, but too shapes them in itself.
This project explores accounting as a social practice by reflection on the role of accounting within society. Taking a critical approach, it considers problems with how accounting education is practised, and how accounting is viewed by students and tutors alike. Positions on accounting within wider ideology are considered and challenged, with alternatives proposed and evaluated.
Key research outputs
- Yates D & Al Mahameed M (2023) . Accounting Research Journal, 36(6), 515-538.
- Letiche H, De Loo I, Lowe A & Yates D (2023) . Critical Perspectives on Accounting, 94, 102452-102452.
- Gebreiter F, Davies M, Finley S, Gee L, Weaver L & Yates D (2018) . Accounting History, 23(1-2), 138-150.
- Lee B, Yates D & Lieberman M (2024) Aspirational intellectual ontological positions, de facto ontological positions and felt accountability: autoethnographic narratives from two early career researchers In Letiche H, De Loo I, Moriceau J-L & Cordery C (Ed.), Accountability Research Ethnographic Methods in Organisation and Accounting Routledge
- Yates D (2023) , Business Teaching Beyond Silos (pp. 99-108). Edward Elgar Publishing
- Yates D (2021) Why so serious? The role of non-serious games in sparking educational curiosity: a reflection In Elliott C, Guest J & Vettraino E (Ed.), Games, Simulations and Playful Learning in Business Education (pp. 23-34). Cheltenham: Edward Elgar Publishing.
- Yates D & De Loo I (2021) Jeux Sans Fronti猫res? A critical angle on the use of games/simulations and 鈥榩lay鈥 in higher education In Elliott C, Guest J & Vettaraino E (Ed.), Games, Simulations and Playful Learning in Business Education (pp. 226-237). Cheltenham: Edward Elgar.
