Author(s)

Vilma Geni Slomski¹, Luciana Regina da Silva Souza¹, Anísio Candido Pereira¹, Antonio Carlos Ribeiro da Silva²

¹álvares Penteado School of Commerce Foundation—FECAP, Sao Paulo, Brazil.
²Federal University of Bahia (UFBA), Salvador, Brazil.

This study aimed to assess academic management actions facing the set of professional competencies that graduates from an Accounting Sciences course need to graduate. To this end, we carried out a qualitative descriptive study. Data were collected through interviews and analyzed using content analysis. We found that the set of graduates’ professional competencies concerning organizational, technical-professional and social spheres requires academic management actions such as: 1) democratic governance and collective development of a curricular pedagogical project; 2) establishment of places for interaction between fields/disciplines (structuring teaching core); 3) use of conflict management strategies; 4) activities that favor professional ethics; 5) activities that favor leadership, commitment and trust; 6) curriculum flexibility; 7) strategic planning and evaluation of actions; 8) professional self-development. Activities and mechanisms that encourage the participation of all those involved in decision-making characterize democratic management and academic management’s leadership. We conclude that democratic-participative management may favor professionals’ graduation processes in the contemporary world, and may be a way of ensuring the development of students’ cognitive, operational, social and moral competencies, through their commitment to curriculum dynamics, to the development of thought and creation processes, to the establishment of participatory citizenship and to ethical education.

Graduation Coordination, Professional Competencies, Accounting Education

Slomski, V. , da Silva Souza, L. , Pereira, A. and da Silva, A. (2016) Academic Management Actions Facing Reforms in Curriculum and in Competencies Required to Graduating from an Accounting Sciences Course. Creative Education, 7, 910-921. doi: 10.4236/ce.2016.77095.