Reinventing Accounting And Finance Education

There is a growing acknowledgement of the role played by finance theory and experts in the 2008 global banking crash, and their ongoing contributions to risks in the financial system. Some argue that finance theory is deeply ideological and the academy has been captured and corrupted by financial institutions and conservative journal editors and their unrealistic influence. Its language and terminology have been self-referential, enabling disciplinary closure but generating widening gaps with reality and lived experience. In particular, in spite of its deeply cultural and ethical nature, finance education has been stripped of any wider discussion of ethics and culture, and replaced by a particular neo-liberal greed and materialistic ethic. In an era of financialisation, some have called finance a ‘curse on modernity’. The devastation this has caused and continues to cause is making the world highly unequal, risky and unsustainable. Serious and radical reforms are required in the teaching and research of finance. This book charts out the possible solutions for such reform.

Change has dramatically confronted higher education in the last decade, challenging it to its very roots. Colleges and universities have been rocked by a volatile economy, changing demographic trends, weakening public opinion, lagging state and federal support, and other forces. Leaders from the most highly respected institutions in the country have examined the important issues facing higher education today and this book offers their insights on restructuring administrative operations, new revenue opportunities, debt management, capital renewal, endowment management, and more.

Advances in Accounting Education is a refereed, academic research annual that aims to help meet the needs of faculty members who are interested in ways to improve accounting classroom instruction at college and university levels. It publishes thoughtful, well-developed articles that are readable, relevant, and reliable.

AAE publishes empirical and non-empirical research in Accounting Education. Volume 24 addresses five key themes: (1) research on student attitudes and behaviour, (2) cases and pedagogical approaches in tax, (3) financial reporting and introductory accounting, (4) research about the CPA exam, and (5) international perspectives.

The Handbook of Accounting in Society invites readers to consider the ways in which accounting affects organizations, institutions, communities, professions, and everyday life. Diverse in its reach, this Handbook campaigns for the need to reconsider our understanding of what accounting is and crucially, what it can become.

Instead of being a means to an end, finance has become an end in itself and a master of economic actions and priorities. The role of ethics, culture and faith has been diminished by neoliberalism over the last forty years, such that we are living through a profound moral crisis, rising inequality and plutocracy. This practice is destroying the social and trust capital that already exists and is in need of replenishing. This pioneering book draws upon diverse wisdom traditions and their current living business practices to show that not only is another world possible, but it is actually hiding in plain sight. The author argues that our obsession with technocratic economic science has disabled us from exposing the organic and culturally diverse practices of finance. The climate and inequality crises demand new institutional and cultural solutions to transform behaviour and heal the planet. Through real-life examples and case studies, this book illustrates and develops a new organic theory of finance which can be taught and shared all over the world, helping society to prepare for a sustainable and inclusive future. It provides valuable empowerment to experts and professionals from different cultures and traditions to write about their own finance practices and in turn encourage their students and communities to embrace sustainability ideals. There is a global audience for this book, given its multicultural outlook and the diversity of narratives and case studies, from entrepreneurs to MBA students and leaders in accounting and finance. It also has huge relevance for policymakers and educators keen on embracing sustainable finance in their curriculum.

On the heels of a decade of scandals and the new pressures brought on by the Sarbanes-Oxley Act, corporations expect far more from their CFOs than simply managing the numbers. They expect decision-making support and performance insights that can improve bottom-line results. Unfortunately, the complexity and detail inherent in CFOs’ jobs keep them shackled to budgeting and transaction-processing systems that leave little time for value-adding activities. Grounded in extensive research, Reinventing the CFO outlines seven critical roles—from streamlining redundant processes to regulating risk to identifying a few key measures—that CFOs must take on in order to successfully transform the finance operation.

The position and role of the business school and its educational programmes have become increasingly prominent, yet also questioned and contested. What management education entails, and how it is enacted, has become a matter of profound concern in the field of higher education and, more generally, for the development of the organized world. Drawing upon the humanities and social sciences, The Routledge Companion to Reinventing Management Education imagines a different and better education offered to students of management, entrepreneurship and organization studies. It is an intervention into the debates on what is taught and how learning takes place, demonstrating both the potential and the limits of what the humanities and social sciences can do for management education. Divided into six sections, the book traces the history and theory of management education, reimagining central educational principles and outlining an emerging practice-based approach. With an international cast of authors, The Routledge Companion to Reinventing Management Education has been written for contemporary and future educators and for students and scholars who seek to make a difference through their practice.