accounting education; technology; professional practice; policy


Through the educational teaching practices of two educators (the authors), this paper illustrates how their professional practice of university teaching of accounting has been informed by reference to education theory and associated research literature. It does so in the context of the use of educational technology, set against a backdrop of a turbulent environment in the UK. That environment has seen higher fees for students, a degree of marketization of education, and demand for perceived value for money by students. There have been consequences for perceptions of professional practice. Those implications have resulted in institutional policy initiatives, with consequences for the delivery of the education curriculum. This paper sets out reflections by the authors on the influences on and consequences for their professional practice, drawing conclusions which set out future steps on their way forward in an increasingly challenging world.

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