Search results

The purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.

This study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.

The transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.

This study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.

In recent years, the emergence of Industry 4.0 technologies as a way of increasing productivity has attracted the attention of the manufacturing industry. This study aims to investigate the relationship between Industry 4.0 technologies and lean tools (LTs) by measuring how the internalisation of LTs influences the adoption of Industry 4.0 technologies and how the synergy between them helps improve productivity in European manufacturing firms.

Results from 1,298 responses were used to analyse linear regression and study the correlation between the use of LTs and Industry 4.0 technologies.

Results show that the companies analysed tend to implement more Industry 4.0 technologies when their level of lean internalisation is high.

This study provides useful information for managers of manufacturing firms by showing the correlation between LT internalisation and Industry 4.0 technologies, corroborating that optimal implementation of these technologies is preceded by a high level of LT internalisation. Furthermore, although there are studies showing the relationship between LTs and Industry 4.0 technologies, none consider the intensity of their implementation.