The Embedment of Equity, Diversity, and Inclusion in UK Undergraduate Accounting Programmes
DOI:
https://doi.org/10.71634/cm3qjb14Keywords:
Accounting Education, Equity Diversity and Inclusion, Curriculum DesignAbstract
This study investigates the embedment of equity, diversity, and inclusion (EDI) in undergraduate (UG) accounting curricula at leading UK universities. Guided by Advance HE’s EDI framework, we assess a sample of programme and module descriptions using textual analysis tools. Our findings reveal that EDI topics receive limited coverage within the UG accounting curricula. While modules generally employ multiple forms of assessment, the prevalent methods are relatively rigid and less accessible. Additionally, the inferred cultural diversity of staff is largely aligned with that of students. Based on these insights, we propose several recommendations to strengthen EDI embedment in accounting education and foster a more inclusive learning environment.
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