It is almost 30 years since the Bedford Committee (1986) and the Accounting Education Change Commission (1990) in the United States of America, and the Australian Review Committee of the Accounting Discipline in Higher Education (1990) directed attention to the need for a “revolution in accounting education”. Despite these calls for reform, and a history of accounting research highlighting issues with how and what is taught in accounting curriculum, there has been little by way of systemic change in accounting education. Accounting retains a traditionally vocational and technical approach to curriculum and learning and teaching strategies (Merino 2006). The core issue for accounting education in Australia today remains one of relevance as much of the curriculum disregards contemporary socioeconomic circumstances and is faced with persistent interrelated financial, demographic and managerial challenges (Evans et al. 2010; Hancock et al. 2009).
This project is a response to these challenges and is intended as a contribution to the “revolution in accounting education” called for by the Bedford Committee and others. It offers a scaffolded framework for educators which can be used to broaden the accounting curriculum and to imagine a sociologically informed approach to accounting education.