Leveraging the Ignatian Pedagogy Paradigm to Emphasize Professional Judgment in Accounting Education

Abstract

This chapter describes how to leverage the Ignatian pedagogy paradigm (IPP) in accounting education to facilitate an effective learning experience to integrate current accounting practice, accounting professionals, and the academic curriculum. Prior research and various entities focusing on accounting education, such as The Pathways Commission (TPC) and the AACSB International, have identified the need for more experiential learning in accounting and a better link between academia and practice. The IPP portrays the Jesuit teaching values that have existed over 450 years, however its teachings are profoundly universal and not tied to any specific faith. The authors explain how the IPP enhances the interactive professional learning experience for students by describing a case taught in our Intermediate Accounting courses. The generalizable approach described in this chapter will hopefully help those involved in accounting programs to facilitate critically important professional learning experiences for their students.

Citation

Choi, A., Nagy, A. and Petzel, T. (2022), "Leveraging the Ignatian Pedagogy Paradigm to Emphasize Professional Judgment in Accounting Education", Calderon, T.G. (Ed.) Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education, Vol. 26), Emerald Publishing Limited, Leeds, pp. 123-134. https://doi.org/10.1108/S1085-462220220000026007