Positioned within a framework of challenges facing universities, this paper aims to focus on challenges faced by teachers of accounting as a business discipline to ensure it remains relevant in a fast-moving and changing environment.
Drawing on a variety of sources, this paper explores a number of issues surrounding teaching and learning in the current university environment. The seven papers that make up the special issue are located within a framework which is used to illustrate how each one contributes to the field. This paper is primarily discursive in nature.
The theoretical, methodological and empirical approaches used in the papers that make up this special issue are described. In addition, the paper suggests that to remain relevant, teaching and learning will remain an important area for future research.
This paper on teaching and learning is of interest to accounting teachers and researchers, university managers and members of the accounting profession.
This special issue provides a range of examples of research relevant to teaching and learning and sets an agenda for future research.
The authors thank Charl de Villiers, the Editor of Meditari Accountancy Research for providing the authors with the privilege of editing this special issue. Charl de Villiers is also thanked for the comments provided on an earlier draft of this thought leadership piece. Appreciation is expressed to the referees, whose anonymous comments assisted in enhancing the quality of this paper.
Samkin, G. and Stainbank, L. (2016), "Teaching and learning: Current and future challenges facing accounting academics, academics, and the development of an agenda for future research", Meditari Accountancy Research, Vol. 24 No. 3, pp. 294-317. https://doi.org/10.1108/MEDAR-05-2016-0062Download as .RIS
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