Mrs Olga Cam

BSc, MA, PGCE

Management School

Doctoral Researcher

Head of the Russian Complementary School (Sheffield)

o.cam@sheffield.ac.uk

Full contact details

Mrs Olga Cam
Management School
Sheffield University Management School
Conduit Road
Sheffield
S10 1FL
Profile

Following the completion of a Masters in Business and Economics, which was traditional in content, I trained to teach business, economics and accounting. As my teaching and practical business experience grew, I started to notice and question the narrow content of the accounting curriculum: a content that focused on technical accounting functions while dismissing social and environmental aspects of life as irrelevant to business objectives. These experiences grew alongside my awareness of unmeasurable, in qualitative terms, long-term social and ecological tragedies, devastation and injustices inflicted by short-term profit-maximizing business practices to intricate structures of life on Earth. The evident weakness in current business and accounting designs coupled with my strong belief in the power of education led me to question the content of my teaching and seek ideas to widen it.

Qualifications
  • BSc in Business and Economics, University of Uppsala, Sweden
  • MA in Business and Leadership, University of Uppsala, Sweden
  • PGCE (subjects Business, Economics and Accounting), Sheffield Hallam University, Sheffield, UK
Research interests

Following the completion of a Master Degree in Business and Economics, I have trained to teach business, economics and accounting. As my teaching and practical business experience grew, I started to notice and question the narrow content of the accounting curriculum. It became clear that much of the content focused on technical accounting functions while dismissing social and environmental aspects of life as irrelevant to business objectives. These experiences grew alongside my awareness of unmeasurable, long-term social and ecological tragedies, devastation and injustices inflicted by short-term profit-maximizing business practices. The evident weakness in current business and accounting designs, coupled with my firm belief in the power of education led me to question the content of my teaching and seek ideas to widen it. Thus, my research, routed in previous and current experiences, focuses on sustainability thinking in accounting and accounting education. In particular, I am exploring undergraduate accounting education from the position of social constructivism - a theoretical lens that stresses the importance of social influences in an individual's knowldge construction.

I have also come across an idea of epistemic change, i.e. social transformation because of the shift in possibilities of knowldge. New knowledge across sciences shows that sustainability is synonymous with symbiotic businesses found on multiple values. While the large companies need to re-design themselves, there is an array of emerging small symbiotic in nature business that already evidences a multiple-value structure. While these businesses benefit significantly with academic engagement for their development, they also provide invaluable insights into a business range of arrangements models. I am currently involved in an emerging project where academics seek to identify and connect these symbiotic businesses through local and global networks.


Following the completion of a Master Degree in Business and Economics, I have trained to teach business, economics and accounting. As my teaching and practical business experience grew, I started to notice and question the narrow content of the accounting curriculum. It became clear that much of the content focused on technical accounting functions while dismissing social and environmental aspects of life as irrelevant to business objectives. These experiences grew alongside my awareness of unmeasurable, long-term social and ecological tragedies, devastation and injustices inflicted by short-term profit-maximizing business practices.

The evident weakness in current business and accounting designs, coupled with my firm belief in the power of education led me to question the content of my teaching and seek ideas to widen it. Thus, my research, routed in previous and current experiences, focuses on sustainability thinking in accounting and accounting education. In particular, I am exploring undergraduate accounting education from the position of social constructivism - a theoretical lens that stresses the importance of social influences in an individual's knowldge construction.

I have also come across an idea of epistemic change, i.e. social transformation because of the shift in possibilities of knowldge. New knowledge across sciences shows that sustainability is synonymous with symbiotic businesses found on multiple values. While the large companies need to re-design themselves, there is an array of emerging small symbiotic in nature business that already evidences a multiple-value structure. While these businesses benefit significantly with academic engagement for their development, they also provide invaluable insights into a business range of arrangements models. I am currently involved in an emerging project where academics seek to identify and connect these symbiotic businesses through local and global networks.

Publications

Journal articles

  • Birkin F & Cam O (2016) Accounting for sustainability: episteme change and ontological plurality. Вестник Санкт-Петербургского университета. Серия 5. Экономика(4), 104-123. View this article in WRRO RIS download Bibtex download

Chapters

Grants
  • £1,900 Grantham KE Sustainability Stimulation Programme: Dissemination of the Triple Top Line project idea and network building for joint collaborative work
  • £1,300 Strategic Staff Mobility scheme - Nanjing University Collaborative Visit
Professional activities

Teaching (Accounting, Business and Economics) in secondary, Post-16 education, undergraduate and graduate education; Accounting and business support in private SME