Editorial summary

The company is seeking a Lecturer or Senior Lecturer in Accountancy and Finance for the School of Business Management. The role involves engaging with accounting education in the context of emerging technologies such as automation, AI, and blockchain, focusing on developing students' judgment rather than technical expertise. Candidates should have a strong interest in the future of the accounting profession and its technological advancements. Compensation details are not specified.

This summary is AI-generated and may contain inaccuracies. Please refer to the full job description below.

Job description

[This job id 19023 first appeared in Job-Q.com on 11 Jul 2026]

[What the role is]

We're looking for accounting professionals who are genuinely curious about where the profession is heading - not necessarily experts in AI or blockchain, but people who recognise these technologies matter and want to understand why.

You'll join a team exploring what accounting education looks like when automation handles the bookkeeping, AI flags anomalies, and blockchain creates immutable audit trails. Your role isn't to have all the answers - it's to help students develop the accounting judgment that matters more when technology handles the technical execution.

If you've found yourself wondering which accounting tasks will still require human expertise in five years, or if you've started experimenting with AI tools in your own practice and discovered both their potential and their limitations, you already have the mindset we're building on.

[What you will be working on]

• Teaching accounting fundamentals with an eye toward their application in technology-enabled environments. You'll help students understand why accounting principles matter, not just how to apply them manually—because manual application increasingly isn't what employers need.
• Designing learning experiences where students use emerging technologies (AI, data analytics tools, automation platforms) as part of their accounting work, discovering through practice when these tools help and when human judgment remains essential.
• Supervising student projects that explore technology applications in accounting contexts. You'll guide students through ambiguous problems where the answer isn't in a textbook—projects that require both accounting knowledge and willingness to experiment with unfamiliar tools.
• Collaborating with industry partners on initiatives that explore digital transformation in accounting practice. This is learning alongside students and colleagues, not lecturing from established expertise.
• Coaching diverse learners across Pre-Employment Training (PET) and Continuing Education & Training (CET) programmes - from school leavers building foundations to experienced accountants updating their skills for changing practice environments.
• Engaging in curriculum development that keeps pace with professional evolution. You'll work with colleagues to determine which traditional content remains essential and where emerging capabilities should reshape what we teach.
• Contributing to outreach and student development activities that connect classroom learning with professional practice and performing academic and administrative duties as required.

[What we are looking for]

• Accounting Credentials: Relevant qualification in Accountancy with professional certification (or progress toward certification) from recognised accounting bodies such as ISCA, ACCA, CPA Australia, or equivalent.
• Professional Experience: Substantive work experience in accounting contexts - financial accounting, assurance, internal controls, cost accounting, or related areas.
• Technology Curiosity: You don't need to be a data scientist or blockchain developer, but you should be genuinely interested in how technology is reshaping accounting work. Perhaps you've:
  • Started experimenting with AI tools for accounting tasks and discovered interesting limitations
  • Wondered which parts of your current role could be automated and which couldn't
  • Found yourself in conversations about RPA, data analytics, or emerging technologies and wanted to understand more
  • Recognised that "this is how we've always done it" increasingly isn't sufficient justification
• Learning Orientation: Comfortable navigating ambiguity and learning alongside students rather than having to be the expert in everything. When faced with unfamiliar technology, your instinct is curiosity rather than resistance.
• Teaching Capability: Ability to explain complex accounting concepts clearly and make connections between theory and practice. This might be formal teaching experience, training colleagues, or helping others understand accounting implications in business contexts.
• Digital Comfort: Proficient with digital tools for productivity and communication. If you've explored tools like Power BI, UiPath, or AI platforms, that's valuable—but more important is willingness to engage with new technologies as they emerge.
• Communication Skills: Ability to work effectively with young adults, adult learners, industry partners, and academic colleagues. You can translate between accounting language and everyday understanding.
• Collaborative Mindset: Enthusiasm for working with colleagues exploring similar questions about accounting education's future, and with industry partners navigating their own digital transformation journeys.

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