The role of social responsibility in shaping quality assurance practices in accounting education

Abstract

Social and ethical dimensions of business practices are under heightened scrutiny in today's world and have raised increasing interest and demands for action by accounting professionals in providing relevant information to stakeholders. This increased concern has implications for Accounting Education and content within curricula. This study investigates the influence of social responsibility on the quality assurance practices within accounting education at Australian business schools through the lens of Legitimacy Theory. It reports on a questionnaire of 132 academic staff and interviews with 16 academic staff from AACSB accredited and non-accredited accounting schools. The qualitative data were analysed through a three-stage process involving data reduction, display, and interpretation, where key themes and codes emerged inductively from interview transcripts. Quantitative data were analysed using independent t-tests and descriptive statistics to compare groups, with results summarised in tables to identify relationships. The findings reveal that social responsibility is a significant driver in the development and implementation of quality assurance frameworks. These frameworks not only enhance educational outcomes but also align with broader societal expectations and ethical standards, contributing to the legitimacy of educational institutions. Implications for educators highlight the need for a holistic quality assurance approach that integrates social responsibility to maintain legitimacy.