Dialogic education: reflections from an accounting course

Melina M. Manochin, Stuart Cooper

Research output: Contribution to journalArticlepeer-review


Our paper aims to contribute to the growing body of literature that has suggested that tertiary accounting education should not simply transfer technical/functional/vocational accounting knowledge. This literature suggests that a more critical accounting educational content complemented by a more dialogical teaching approach is more appropriate. Our paper provides further reflections on just such a course and the challenges that this raises. Specifically, it comments on learner resistance and engagement, syllabus design, delivery and assessment methods. In addition, this paper introduces the role that theory, secondary research and debates have played in this course. The value of this type of course, in terms of developing and transforming the learners is discussed.
Original languageEnglish
Pages (from-to)49-72
Number of pages24
JournalInternational Journal of Critical Accounting
Issue number1
Early online date15 Apr 2015
Publication statusPublished - 2015

Bibliographical note

Int. J. of Critical Accounting is the original source of publication. http://dx.doi.org/10.1504/IJCA.2015.069184


  • accounting education
  • dialogic education
  • learning process
  • tertiary education
  • critical accounting
  • learner resistance
  • learner engagement
  • syllabus design
  • syllabus delivery
  • syllabus assessment
  • accounting theory
  • secondary research
  • debates


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