Corporate Governance Literacy in Undergraduate Accounting Programs

Abstract

Corporate governance (CG) is increasingly recognized as an essential component of financial accountability, risk management, ethical stewardship, and compliance. However, undergraduate accounting programs across the world vary widely in how governance literacy is developed, with many institutions emphasizing traditional reporting over board accountability, shareholder rights, ESG standards, and compliance frameworks. This study examines the extent and quality of corporate governance literacy in undergraduate accounting curricula globally. Using curriculum mapping, interviews with academic leaders, and surveys of graduates entering audit and finance roles, the study identifies variations in content focus, pedagogical design, and regional regulatory influences. Findings highlight the gap between academic training and industry expectations, especially in emerging economies. A multi-tier governance curriculum model is proposed to integrate conceptual, regulatory, ethical, and technology-driven competencies.