Title

Dialectical Possibilities Of Thwarted Responsibilities

Abstract

The university's responsibility in the new world dominated by global organizations is to articulate the contemporary socio-economic challenges brought about by the globalization of capital and capitalistic enterprises, enlighten society to the implications, and formulate and disseminate means for responding in an informed and just manner to the challenges. The paper argues that the colonization of the lifeworld of the university, especially schools and departments of accounting, has, and continues to, inhibit, indeed actively thwarts, the academy in carrying out its social responsibility. In a previous work (Dillard & Tinker, 1996), the authors argue that the international management system is directly implicated in dictating process and content within business schools by, among other things, influencing the accreditation standards of the American Assembly of Collegiate Schools of Business (AACSB). The current paper evaluates the developments subsequent to the total quality management (TQM) based accreditation standards implemented in the early 1990s. The focus is primarily on accounting education, accounting department/schools, and the accounting academic. A case is made for the position that the new Baldridge Award criteria for education performance excellence, the new AACSB accounting accreditation guidelines approved in 2000, the revolutionary changes in the constitution and by-laws of Beta Alpha Psi (the US professional accounting fraternity), and the current position of the American Accounting Association (AAA) as articulated in AAA monograph (Accounting Education Series, No. 16) by Albrecht and Sack are manifestations of the managerialist influence continuing to at best neutralize the academy's responsibilities to any constituencies other than global capitalism primarily articulated in the demands of the Big 5 professional service (formally accounting) firms. The discussion evaluates the recommendations of each of the four regulative documents in terms of the underlying ideology and concludes with a discussion of the dialectic possibilities confronting accounting education. © 2002 Elsevier Science Ltd. All rights reserved.

Publication Date

1-1-2002

Publication Title

Critical Perspectives on Accounting

Volume

13

Issue

5-6

Number of Pages

621-641

Document Type

Review

Personal Identifier

scopus

DOI Link

https://doi.org/10.1006/cpac.2001.0555

Socpus ID

0036822622 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/0036822622

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