DrFarzana Tanima

Teaching Philosophy and Pedagogical Approach

As an educator and coordinator, my teaching philosophy is rooted in critical dialogic accounting, emphasising a problematisation of the neoliberal approach to accounting education and practice. My focus extends beyond course content to the pedagogical methods employed, fostering an inclusive, participatory, and reflective learning environment. I integrate critical materials into mainstream accounting subjects such as management accounting, employing a dialogic approach that encourages active relationships between educators and students. This collaborative approach transforms students from passive recipients to engaged learners, fostering deeper understanding and critical thinking.

Teaching is an inherently reflective practice for me, and I continuously evaluate my socio-political standpoints when preparing for classes, engaging with students, coordinating subjects, and designing assessments. My commitment to teaching scholarship is evident in my research on dialogic and Indigenous lenses in accounting education. I am currently leading a project on embedding Indigenous perspectives within the accounting curriculum. This initiative is dedicated to engaging participants in an Aboriginal way towards achieving curriculum reconciliation.

Beyond the classroom, I am passionate about Work-Integrated Learning (WIL) approaches, connecting students with industry experiences. My prior role as the Chartered Institute of Management Accounting (CIMA) Liaison involved organising industry-based seminars, integrating real-life case studies from the CIMA database, and facilitating networking opportunities between students, faculty, and industry professionals. My teaching excellence is reflected in high student evaluation scores multiple VC's Outstanding Contribution to Teaching and Learning (OCTAL) nominations, and the Faculty OCTAL award in 2020 during my tenure at University of Wollongong. These accolades underscore my commitment to fostering transformative learning experiences.

Supervision and Research Mentorship

My supervisory approach is aligned with my broader teaching philosophy, emphasising critical engagement, interdisciplinary dialogue, and mentorship that prepares students to contribute meaningfully to the field of accounting research. I have supervised two higher degree research (HDR) students to completion at University of Wollongong. These completed PhD projects have yielded two co-authored publications and a revise-and-resubmit in an ABDC A-ranked journal.

My co-supervisory work with esteemed colleagues has been instrumental in refining my supervisory approach. Beyond individual supervision, I actively contribute to the research development of HDR students and early-career researchers through reflective talks and invited presentations. My invited talks at Victoria University of Wellington (July 2022), the University of Sydney (June 2022), and Stockholm Business School (April 2021) have provided platforms to share my research and engage with emerging scholars.

Supervised Research Projects

Critical Accounting Information Systems and Capitalist Logics

• This project examines how capitalist logic interacts with institutional logics in Saudi Arabia through accounting information systems (AISs), focusing on enterprise resource planning (ERP) systems and loyalty programmes (LPs).

• Findings reveal how ERP systems marginalise socio-religious values while LPs exploit these values for commercial gain, highlighting contradictions in accounting's social roles.

Accountability and Humanitarian Aid: The Case of Syrian Refugees in Jordan

• This research critically examines the Vulnerability Assessment Framework (VAF) used by UNHCR to allocate humanitarian aid, analysing power relations and accountability mechanisms.

• By employing Bourdieu's theory of practice and a netnographic approach, the study explores how Syrian refugees use social media to challenge the legitimacy of the VAF and demand greater transparency.

These projects exemplify my dedication to critical accounting research, fostering new perspectives on accounting's role in social and political structures. My supervision and teaching efforts continue to be driven by a commitment to dialogic engagement, inclusivity, and social justice within accounting education and research.