FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1526595308> ?p ?o ?g. }

• W1526595308 abstract "This paper draws on aspects of previous and on-going work in which the authors have been jointly and individually involved over recent years. It argues that both academic and professional knowledge contexts are in general becoming increasingly transdisciplinary, even as they demand more intensive specialist disciplinary expertise. This means that, globally, trainee and qualified professionals in accountancy have to meet double goals, however much or little weakly articulated these are. The professional must always be able to demonstrate distinctive expertise, but within and across contexts which demand transdisciplinary understanding, whether in academic settings, formal professional examination settings or in on-the-job learning in the workplace. Such demands are now surfacing increasingly in professional accountancy discourse, e.g. in the self-definitional claims and statements of leading accountancy firms and professional institutes. Working within a UK context, we are researching how trainees now have to learn to meet both specialist and transdisciplinary demands in learning to become accountants, and in so doing, with the discursive change underway, have to learn in a new way how to ‘walk the walk’ and ‘talk the talk’. We draw two significant implications as accounting knowledge and professionalisation move forward from here. Paradoxically, there is a new scope for a ‘critical’ accounting education, because technical expertise is no longer seen to be sufficient, and the desired form of supplementing such expertise entails ‘seeing’ and ‘making sense’ across traditional disciplinary boundaries. At the same time, forming the ‘ethical accountant’ can no longer be seen as a matter of adding ethics onto technique. The ‘ethical failure’ of the profession is seen as requiring a radically different and more integrative approach to training on both fronts, but along with deep uncertainty to date over how (or if) that can be achieved. This paper offers research-based reflections on what the possibilities are for a more critically aware accounting practice and accountancy profession, within the new transdisciplinary context. To that end, the final version of the paper will draw on work by Anderson-Gough (2002) on the formation of professional identity within contemporary international accountancy firms, by Lucas (2002) on the limitations of learner perceptions of what accounting ‘is’, and by the team as a whole into the current practice of qualification-focused learning (QFL) and work-based learning (WBL) in the context of UK professional accountancy training. That research already brings home the recognition by all key parties that traditional forms of QFL are too fragmented and technically focussed, and that traditional workplace training is too seldom an effective complementary form of WBL. Short-term project demands or office-work needs still dominate and the learning demands of trainees, including ‘time out of office’, get seen as a cost not a potential benefit. Suddenly the solution to the ‘market’ problems of the firms involves an inter-institutional dialogue about the new expert who needs to be able work explicitly and knowingly, with and against, the assumptions of the perceived dominant knowledge bases. Such a new expert needs the intervention in various ways of academics (as teaching models as well as researchers) in order to meet the specialist/transdisciplinary/ethical demands of the market. Such at least is our UK view, although it is informed by a range of international changes as well." @default.
• W1526595308 created "2016-06-24" @default.
• W1526595308 creator A5012878528 @default.
• W1526595308 creator A5032607201 @default.
• W1526595308 creator A5047461298 @default.
• W1526595308 creator A5076689090 @default.
• W1526595308 creator A5091538451 @default.
• W1526595308 date "2003-07-01" @default.
• W1526595308 modified "2023-09-22" @default.
• W1526595308 title "The Transdisciplinary Accountant: New Possibilities for Critical Accounting Education and Ethical Professional Identity" @default.
• W1526595308 hasPublicationYear "2003" @default.
• W1526595308 type Work @default.
• W1526595308 sameAs 1526595308 @default.
• W1526595308 citedByCount "0" @default.
• W1526595308 crossrefType "journal-article" @default.
• W1526595308 hasAuthorship W1526595308A5012878528 @default.
• W1526595308 hasAuthorship W1526595308A5032607201 @default.
• W1526595308 hasAuthorship W1526595308A5047461298 @default.
• W1526595308 hasAuthorship W1526595308A5076689090 @default.
• W1526595308 hasAuthorship W1526595308A5091538451 @default.
• W1526595308 hasConcept C121332964 @default.
• W1526595308 hasConcept C127413603 @default.
• W1526595308 hasConcept C144024400 @default.
• W1526595308 hasConcept C151730666 @default.
• W1526595308 hasConcept C17744445 @default.
• W1526595308 hasConcept C19417346 @default.
• W1526595308 hasConcept C199360897 @default.
• W1526595308 hasConcept C24890656 @default.
• W1526595308 hasConcept C2778012447 @default.
• W1526595308 hasConcept C2778355321 @default.
• W1526595308 hasConcept C2779343474 @default.
• W1526595308 hasConcept C36289849 @default.
• W1526595308 hasConcept C39549134 @default.
• W1526595308 hasConcept C41008148 @default.
• W1526595308 hasConcept C55587333 @default.
• W1526595308 hasConcept C86803240 @default.
• W1526595308 hasConcept C8795937 @default.
• W1526595308 hasConceptScore W1526595308C121332964 @default.
• W1526595308 hasConceptScore W1526595308C127413603 @default.
• W1526595308 hasConceptScore W1526595308C144024400 @default.
• W1526595308 hasConceptScore W1526595308C151730666 @default.
• W1526595308 hasConceptScore W1526595308C17744445 @default.
• W1526595308 hasConceptScore W1526595308C19417346 @default.
• W1526595308 hasConceptScore W1526595308C199360897 @default.
• W1526595308 hasConceptScore W1526595308C24890656 @default.
• W1526595308 hasConceptScore W1526595308C2778012447 @default.
• W1526595308 hasConceptScore W1526595308C2778355321 @default.
• W1526595308 hasConceptScore W1526595308C2779343474 @default.
• W1526595308 hasConceptScore W1526595308C36289849 @default.
• W1526595308 hasConceptScore W1526595308C39549134 @default.
• W1526595308 hasConceptScore W1526595308C41008148 @default.
• W1526595308 hasConceptScore W1526595308C55587333 @default.
• W1526595308 hasConceptScore W1526595308C86803240 @default.
• W1526595308 hasConceptScore W1526595308C8795937 @default.
• W1526595308 hasLocation W15265953081 @default.
• W1526595308 hasOpenAccess W1526595308 @default.
• W1526595308 hasPrimaryLocation W15265953081 @default.
• W1526595308 hasRelatedWork W1218624799 @default.
• W1526595308 hasRelatedWork W138614643 @default.
• W1526595308 hasRelatedWork W1481373466 @default.
• W1526595308 hasRelatedWork W1542578293 @default.
• W1526595308 hasRelatedWork W1588274756 @default.
• W1526595308 hasRelatedWork W2022916636 @default.
• W1526595308 hasRelatedWork W2051534338 @default.
• W1526595308 hasRelatedWork W2164993756 @default.
• W1526595308 hasRelatedWork W2220071008 @default.
• W1526595308 hasRelatedWork W2253678112 @default.
• W1526595308 hasRelatedWork W2725702886 @default.
• W1526595308 hasRelatedWork W2777802608 @default.
• W1526595308 hasRelatedWork W2954238595 @default.
• W1526595308 hasRelatedWork W2995909087 @default.
• W1526595308 hasRelatedWork W581942304 @default.
• W1526595308 hasRelatedWork W72028331 @default.
• W1526595308 hasRelatedWork W1172290781 @default.
• W1526595308 hasRelatedWork W2318241427 @default.
• W1526595308 hasRelatedWork W2463454462 @default.
• W1526595308 hasRelatedWork W2556785610 @default.
• W1526595308 isParatext "false" @default.
• W1526595308 isRetracted "false" @default.
• W1526595308 magId "1526595308" @default.
• W1526595308 workType "article" @default.