Gender inequality and disabled inclusivity in accounting higher education and profession during financial crisis

Article


Lodh, S. and Nandy, M. 2017. Gender inequality and disabled inclusivity in accounting higher education and profession during financial crisis. Industry and Higher Education. 31 (5), pp. 335-347. https://doi.org/10.1177/0950422217725227
TypeArticle
TitleGender inequality and disabled inclusivity in accounting higher education and profession during financial crisis
AuthorsLodh, S. and Nandy, M.
Abstract

In this paper, we find that during financial crises, the wage gap between female and male accounting professionals reduces and affects gender inequality in higher education. In addition, less support and lower wages for disabled accounting professionals demotivate disabled students in accounting higher education. Because of budget cuts during financial crisis, universities limit their support to women and the disabled. We consider 104 universities from the UK Higher Education Statistic Agency (HESA) database for 2005– 2011. The theoretical and empirical findings of this paper establish the positive growth in female students and the negative growth in disabled accounting students during the recent financial crisis. The established link between higher education and the accounting profession enriches the existing accounting literature and assists policymakers in identifying a better strategy to enhance equality and inclusion of disabled students in accounting higher education to address inequality and non-inclusivity in the accounting profession, especially during financial crisis.

LanguageEnglish
PublisherSage
JournalIndustry and Higher Education
ISSN0950-4222
Publication dates
Online16 Aug 2017
Print01 Oct 2017
Publication process dates
Deposited19 Jun 2017
Accepted31 May 2017
Output statusPublished
Accepted author manuscript
Copyright Statement

Lodh, S., Nandy, M., Gender inequality and disabled inclusivity in accounting higher education and profession during financial crisis, Industry and Higher Education, Vol 31, Issue 5, pp. 335 - 347. Copyright © 2017 (The Author(s)). Reprinted by permission of SAGE Publications.

Digital Object Identifier (DOI)https://doi.org/10.1177/0950422217725227
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https://repository.mdx.ac.uk/item/87093

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