The history of the role of CAEs in Australian accounting education
is written against a backdrop of several decades of turmoil in
higher education in Australia. Accounting struggled to be
recognized as a genuine university discipline, labored under
sustained student demand for places and endured minimal government
funding. Yet CAEs developed into assemblies of professionals and
educators who created vocational courses which catered for the
needs of those whom universities had shunned: mature age and part
time students. Their lasting legacy includes: strong professional
links; a deeper appreciation of learning and teaching; connections
with mature students; an emphasis on the scholarship of teaching;
and a continuance of the discussion about accounting as an academic
or vocational discipline.
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