Introduction
Curricula have a significant role in the education process as they clearly define how educators and students should spend their time to achieve outstanding results. It is possible to say that a curriculum determines the learning outcomes and individuals’ ability to apply acquired knowledge to practice. However, designing the curriculum can be a challenging task because it should consider various aspects of learners’ development, including not only academic performance but personal development and intelligence. Thus, it is necessary to develop a comprehensive curriculum addressing individuals’ needs along with classic learning standards.
There are several methods in which a curriculum can be organised, two of which are based on aims and knowledge. The main differences between these approaches are that the first one is based on achieving learning objectives and meeting personal needs while the second one concentrates on gained knowledge; these points will be discussed in detail below. Basing on my own background, I will discuss the curriculum about accounting. My major in undergraduate is Accounting and Finance. Therefore, I am interested and eager to learn more about the curriculum in accounting, at the undergraduate level in particular. Because of the familiarity with accounting, the study on this field seems to be more convenient. The purpose of the accounting curriculum is to ensure that lessons are organised in a way to help students in preparing for their future occupation effectively. It means that the curriculum should be examined and tailored to this objective. As accounting involves various stakeholders, such as potential investors, private individuals, and corporations, they may have different perceptions.
The primary question this paper answer is: Should the curriculum be the aims-based or knowledge-based approach to study in accounting? The objective of the paper is to analyse each of these approaches to curriculum, outlining their strong and weak points, and conclude which of them is the most effective in the field of accounting. The report provides a literature review on existing studies on the issue and develops an argument based on the findings. The paper features several studies that address both types of curriculum, discussing their benefits and potential limitations. In addition, the report offers a discussion of the selected researches and their arguments and provides a possible example of an effective curriculum. The report concludes that an aims-based approach to developing a curriculum should be used in accounting as it is more beneficial for students.
Importance of Curriculum
In education, the topic of curricula is vital as they are the basis for the teaching content and methods (Null 2017; Taylor et al. 2015). It is vital for educators to develop an appropriate curriculum to ensure that students not only can gain the necessary knowledge and skills but retain them and be able to apply them to practice and their future work. An effective curriculum has a role in identifying what individuals learn in a program and how the educational process should be designed in terms of measuring, planning, and evaluating (Alghazo 2015). It helps an educator to align personal learning objectives with the school’s ones and assess whether students are gaining an understanding of the subject area.
Two types of curriculum, including aims-based and knowledge-based ones, can be outlined. An aims-based curriculum is designed according to the learning objectives. It means that the focus of such a type of curriculum is the results students are expected to achieve. Its components are developed based on students’ needs and serve the idea that individuals should be prepared for an autonomous life. Such an approach exposes learners to available options in their future career and allows them to make a choice based on their preferences (Reiss & White 2013). The knowledge-based curriculum, on the contrary, uses objective data to develop instructional techniques and design academic programs. It considers existing knowledge on students’ performance and the factors that affect it.
It is possible to say that this approach is more concentrated on learning standards compared to an aims-based one; it utilizes existing experiences and techniques that have shown effectiveness. If an accounting curriculum were aims-based, educators would develop lessons according to graduate students’ future needs. For instance, learners would gain knowledge in accounting but also learn how to manage challenging situations at work. Each of these types of curricula has benefits and disadvantages. The knowledge-based curriculum, in its turn, is focused both on gaining necessary knowledge in accounting. It is vital to analyse these approaches because an inappropriate strategy of teaching may lead to poor learning outcomes.
Challenges within the Accounting Curriculum
The primary challenge within the accounting curriculum is that accounting students are not only expected to have the necessary skills and knowledge in the field but also be aware of potential biases of the decision-making process, have enough experience in tax and auditing problems, and be able to lead an accounting team (Galletta 2015). It may be difficult to ensure all of these capacities using only one type of curriculum. Another challenge is that accounting involves various stakeholders, such as potential investors, private individuals, and corporations. They may have different perceptions of aims and knowledge-based approaches because their purposes vary. For instance, the knowledge-based approach may align with the needs of organisations wanting to employ single-functioned specialists, while the aims-based curriculum may ensure that an employee can resolve various issues in accounting and related fields. Thus, it is important to think about the offered curricula and their usefulness for students’ future needs and success.
Literature Review
Various arguments for both aims-based and knowledge-based approaches to developing curriculum can be found in the existing body of literature. As this paper addresses the field of accounting, several issues should be addressed before performing the literature review to evaluate the applicability of future findings correctly. First, accounting is a universal discipline related to all business dealings; for this reason, it is associated with change. Undergraduate students should be prepared to adapt to the development of the various spheres of business as the field is associated with continuous changes in tax policies, accounting services, and reporting (Garasym 2018). Second, there are several factors that affect the accounting curriculum. They include globalization, innovation, changes in the business environment, and common global practices (Babajide, Samuel & Egbide 2014). Considering these issues, the following arguments for aims-based and knowledge-based curricula can be outlined.
Aims-Based Curriculum
According to the aims-based approach, education should provide individuals with the ability to lead a prosperous life and help others to do so, too (Reiss & White 2013). Reiss and White (2013) argue that moral education is a significant part of this approach to developing a curriculum; educators should encourage individuals to achieve their goals and cooperate with each other. The authors argue that, generally, curricula are based on high-level mission statements and do not utilize a holistic approach to education (Reiss & White 2013). They claim that schools should need to transform from gaining academic knowledge to obtaining an understanding of how to perform necessary tasks, which is more related to students’ personal qualities. Reiss and White (2013) believe that aims-based education is an effective strategy as it teaches individuals how to assimilate and use available data, be confident, and lead a lifestyle that they enjoy. They add that it is necessary to challenge a conventional method of organising curricula because it may not provide efficient, practical skills to students.
Moore (2014) addresses the topic of the aims-based approach to education too. The author’s ideas are similar to the ones presented by Reiss and White (2013), as he notes that the curriculum should provide students with a capacity to think rationally, creatively, and critically, as well as enable them to respond positively to the difficulties the rapidly changing world presents. Individuals should be prepared to manage the diversity of the society, advocate for equal opportunities for all, a healthy democracy, and a productive economy (Moore 2014). The author claims that standard school curricula are based on international economic competition and focused on future employment prospects. It means that educators prepare students for becoming excellent candidates for employment but do not consider their ability to resolve non-standard issues. However, Moore’s (2014) ideas are slightly different from other authors’ ones, as he focuses on a therapeutic aspect of teaching, that is, the ability to enjoy the learning process. The author claims that such a factor is necessary for education as it allows for personal enrichment and development.
Another argument for developing an aims-based curriculum is presented in the research by Deng (2015). The author states that, in the modern world, schools are more concerned with learning outcomes, effective evaluation methods, and students’ competencies. Educational institutions in many countries, such as the United States or Palestina, are focused on standards and accountability rather than actual, not academic, knowledge (Ammar et al. 2017; Durand et al. 2016). The study shows that a lack of attention to this factor may be considered concerning because the modern learning discourse affects the way the public perceive education in general. Teaching is seen as facilitation of the learning process, which, in its turn, has become constructivist, enhanced by technology, and learner-centred (Deng 2015). In these settings, teachers and learners neglect the fact that knowledge itself has no educational value; it is a tool that students can use to achieve their goals. The author concludes that it is necessary to shift from the traditional approach to developing curricula and implement more knowledge-related questions in educational policies (Deng 2015). The study reveals that scholars should use critical and sociological theories to design more practically significant and innovative curricula.
The study by Young (2013) also addresses the aspect of non-academic “powerful knowledge” (109). The author notes that students are taught to perceive effective learning as a factor that can help them to progress to the next stage of education and lead to a successful future career. It means that the focus of training has shifted from individuals’ internal needs and crucial intellectual development to external ones, such as employability. This transition may be considered logical due to the capitalistic trends in the sociology of education (Young 2013). Learners gain an understanding that, in order to succeed in life, they should follow prescribed rules. The study shows that it is vital to shift from this model of education and concentrate on students’ personal development, capabilities, and experience, which is one of the ideas of the aims-based approach.
Knowledge-Based Curriculum
As mentioned above, the knowledge-based curriculum is focused on the existing standards and knowledge students are expected to gain. There are several arguments for developing a knowledge-based approach to curricula. For instance, the report by Vahey et al. (2018) claims that traditional teaching practices with the implementation of technologies help students to learn effectively. The authors argue that it is vital for individuals to achieve measurable learning outcome as, otherwise, it is impossible to evaluate their learning experiences. Vahey et al. (2018) show that, like the aims-based curriculum, the knowledge-based approach may also encourage personal development and engagement in the educational process among individuals. They note that such an approach can help individuals to gain an understanding of sophisticated concepts while allowing them to participate in learning actively.
The study by Beerkens (2018) claims that the knowledge-based approach is necessary to ensure the quality of education because it implies adherence to the existing standards-based on effective approaches to teaching. The author argues that the knowledge-based approach can be used for developing various teaching models, including knowledge-driven, problem-solving, interactive, tactical, and enlightened ones (Beerkens 2018). She adds that such a strategy can help an educational institution to avoid mistakes by learning from each other’s experiences. It is necessary to mention that although the author advocates for the knowledge-based approach, she agrees that adhering to “gold standards” may be a challenging and ineffective method of encouraging quality education.
Discussion
The literature review shows arguments for both types of curricula. It reveals that the aims-based approach is more concerned about individuals’ personal needs and desires; it encourages their development and helps them to lead prosperous life. The studies reveal that this strategy of developing a curriculum can encourage individuals to think critically, develop their perspectives on various aspects of life, and become more sensitive to other people’s needs. It is necessary to mention that curricula are important and can affect students’ decisions and well-being significantly. An aims-based approach allows individuals to avoid the constraints of traditional evaluation methods and learning objectives. Aims-based curricula are designed to teach students how to learn and gain necessary knowledge; it ensures that they are able to retain vital capacities and skills after the programmes are finished. In addition, such an approach prepares learners for the constantly changing environment. Knowledge-based curricula are not concerned about the knowledge that can empower individuals; they are focused on academic achievements and potentially effective strategies that can lead to measurable improvements in performance in class. Such an approach can be considered limiting and potentially ineffective.
It is possible to say that an aims-based education provides students with more opportunities for growth compared to a knowledge-based one. While the knowledge-based curriculum is focused on future employment, the aims-based one provides students with the tools they can utilize to gain awareness of social issues, which, as a result, can help them to build a successful career. In accounting, the aims-based approach can be considered reasonable as well because, besides subjects traditionally taught within the discipline, individuals should gain a comprehensive understanding of other spheres of life. The discipline of accounting features a large amount of factual data; students should learn how to use and apply it rather than be able to show excellent performance during evaluations. The aims of individuals’ education, in this case, is to be able to operate financial data, develop business strategies, and communicate with investors, management staff, regulators, and other stakeholders. It means that these learning objectives should adhere to the curriculum an educational institution offers because, otherwise, students cannot acquire the necessary practical skills.
Reviewed studies show that the aims-based approach to developing the curriculum may result in students’ ability to manage ethical issues in their future job. As traditional education is almost explicitly concentrated on gaining academic knowledge, knowledge-based strategies may lack consideration of moral aspects. However, accounting, similar to many other specialities, is associated with problematic issues in which ethical questions arise (Arfaoui et al., 2016). They may be related to merely financial topics, such as misappropriation of assets or disclosure violations, as well as communicating with international partners and corporations. The classic curriculum may be unable to address all potential problematic issues students can encounter in the future. At the same time, an aims-based approach allows individuals to use their knowledge to address and manage these issues, as well as avoid their possible negative consequences.
Another significant argument for the knowledge-based curriculum that can be retrieved from the literature review is that traditional educational standards perceive learning as work while this process should be engaging and entertaining as well (Walker et al., 2018). The traditional curriculum considers education a necessity; they imply that individuals should have an understanding of certain topics and show a particular level of performance to be successful. Such an idea is destructive because it prevents students from enjoying the learning process and requires them to work under pressure to achieve significant results (Walker et al., 2018). An aims-based approach is concentrated on what individuals need to know based on their values and perspectives; it may be considered work too, but, in this case, learners are aware of the benefits of studying and practical implications of knowledge. The knowledge-based approach has a significant disadvantage of not considering students’ dedication and engagement as a determinant factor for success, while the aims-based one places these aspects in the foreground.
It is vital to add that an aims-based approach does not contradict the gaining of necessary knowledge. Although founded on individuals’ needs, this strategy considers the information they should understand and apply to practice (Kasturi 2017). The aims-based curriculum offers a holistic approach to education; its main difference from the knowledge-based one is that it considers what tools and knowledge students may need to enrich their personal life, enhance their capacities, and be able to help others. In accounting, these factors are particularly significant as such an occupation requires an in-depth understanding of how society operates and what tendencies are common in today’s business community.
The knowledge-based approach has advantages that should be addressed too. First, knowledge-based curricula are usually founded on previous experiences and traditional practices, which implies that their implementation is associated with fewer risks (Durand et al., 2016). This approach can be considered traditional; it is related to well-developed assessment and feedback strategies. Second, educators can assess students’ performance using existing standards, while individuals can evaluate their understanding of the information during tests (Beerkens 2018). In addition, this type of curriculum is universally accepted and implemented in many educational facilities. Schools and universities may use each other’s examples to design classes and activities for students. There are various frameworks available that can help educators to improve learning outcomes and teachers’ effectiveness. It is possible to say that knowledge-based curricula are more simplified compared to aims-based ones because they are organised the way to attain specific universal goals and standards. Moreover, it is necessary to add that the knowledge-based approach can be multifaceted, too, as instructors may develop various teaching models with an emphasis on problem-solving, knowledge, and interaction.
It is observable that such an approach has significant disadvantages. First, as mentioned above, it does not consider learners’ personal needs and goals. The primary objective of the knowledge-based curriculum is to help students to adhere to prescribed learning standards rather than gain practical knowledge. Individuals may acquire an understanding of particular topics during classes but be unable to retain this information because educators’ main aim may be to teach them how to perform well during evaluation. Although this situation may not happen in all educational institutions, knowledge-based curricula are designed the way to assess individuals’ progress towards achieving the learning standards constantly. As a result, students’ desires and personal objectives are neglected.
Second, the possible limitation of the knowledge-based strategy is that traditional standards may not be related to the real aims individuals should or want to pursue. For example, in the field of accounting, students are expected to know basic accounting policies and practices, as well as reporting systems. They are taught to work with finances and develop solutions to common problems. However, the job of an accountant includes more functions; besides traditional responsibilities, individuals should be able to communicate with partners effectively, resolve potential ethical conflicts, and work with international teams. Knowledge-based education may not be unable to fully prepare individuals for these responsibilities as they are not included in the basic scope of practice. In accounting, students should be able to operate autonomously and cooperatively, find solutions based on the particular characteristics of a problem, and manage exceptional situations. In this field, an aims-based approach is more appropriate because it teaches individuals how to help others using their knowledge and skills rather than the rigorous data.
Another potential limitation of the knowledge-based curriculum is that it may discourage individuals from pursuing their personal goals. Traditional evaluation methods may be associated with emotional pressure for students because some of them require to memorise information rather than be able to use it. In addition, students are expected to adhere to particular learning standards; those who show lower levels of performance may be less dedicated to continuing their education because the standards are extremely high (Ammar et al., 2017). As a result, they may show little interest in the subjects they had wanted to study. On the contrary, as mentioned above, the aims-based approach is formed according to individuals’ needs. It uses holistic tools that initiate critical thinking, healthy social skills, personality formulation, and emotional development, ensuring that students feel comfortable in the learning environment. Thus, such a strategy can be considered less challenging and more engaging for students.
It is possible to say that the most effective approach to developing a curriculum may be using the aims-based approach with the elements of the knowledge-based one. For instance, educational institutions may establish curricula that consider individuals’ needs and provide them with an opportunity to choose their career paths and areas of interest. This curriculum should not be based on universal learning standards; instead, students can develop their personal aims and the methods to achieve them. Instruction should not be solely learner-centred, too, as it may deprive individuals of an opportunity to work autonomously and discover their capacities and life goals. Alternatively, teachers should assist learners in achieving personal objectives by addressing their concerns, providing them with the necessary information, and offering tools for development. As for the elements of the knowledge-based approach, curricula may include other educational institutions’ experiences in similar subject areas to eliminate possible mistakes in the teaching strategy. For example, schools may cooperate with each other to develop curricula according to the research in the field, transforming them into more holistic educational practices. As a result, they will use reliable and approved teaching methods while implementing the benefits of an aims-based approach.
Conclusion
It is possible to conclude that an aims-based approach to developing the curriculum is more feasible in accounting compared to the knowledge-based one. The primary reason for it is that this strategy considers individuals’ personal needs and is designed to foster growth and development. With the help of an aims-based approach, students have an opportunity to learn how to apply information to practice, solve difficult situations, communicate with international stakeholders, and address ethical issues. It is especially significant in accounting, as working in the field requires an employee to be able to think critically and creatively, as well as develop unconventional solutions to difficult situations. The aims-based curriculum encourages learners to work autonomously, pursue their own goals, and evaluate their skills and capacities. It offers a holistic teaching strategy designed to help individuals in establishing a prosperous life and help others. It does not rely on universal learning standards and places students’ needs at the forefront. Instead of offering the tools to gain solely academic knowledge, this approach provides strategies individuals can continue to use after the course is finished.
The knowledge-based approach has several advantages that should be outlined too. It relies on past experience and teaching strategies that have proven their effectiveness, which means that it has a high degree of accountability. In addition, this strategy allows educators to assess student’s performance using well-developed evaluation techniques, as well as provides individuals with an opportunity to analyse their understanding of the learning material. Finally, the knowledge-based curriculum can incorporate various teaching methods, including problem-solving, interactive, knowledge-driven, tactical, and enlightened ones. This approach can be seen as a more simplified curriculum design compared to the aims-based one that requires innovations and personalisation.
In summary, the aims-based curriculum is more effective not only in the field of accounting but in other subject areas compared to the knowledge-based one. Educators should strive to address students’ needs and concerns rather than prepare them for standardised tests and expecting them to adhere to universal learning standards. An inappropriate choice of the curriculum type may lead to significant constraints of the learning process, as a result of which students can be unable to implement innovations and approach non-standard situations. Educational institutions should not rely on individuals’ performance in class but concentrate on how knowledge can empower them. Such a perspective on education can lead to enhanced learning outcomes and result in a high level of confidence among students rather than a lack of dedication to studying and the inability to retain obtained knowledge. In addition, the aims-based curriculum ensures that students have a positive learning environment that encourages personal emotional and educational development.
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