Journal of Accounting Education最新文献

The Internal Control (IC) Project required undergraduate students in introductory accounting to write a structured paper about the internal controls and weaknesses at a job at which they worked. Students had to view their practical job experiences through the lens of the course material on internal controls. For many, that view of their work changed their perceptions about the business and heightened their appreciation of their own experience and knowledge. This Educational and Teaching Note contributes to the reflective learning literature by integrating students’ real-world work experiences into the learning activities of an introductory accounting class, a strategy particularly beneficial for educating freshmen and sophomores. Students completed three distinct assignments – a short paper, a questionnaire guiding their reflections about their work experiences, and a satisfaction survey – providing a comprehensive learning experience. The reflective prompts on the questionnaire guided students in making inferences about their jobs' internal controls. An eductive approach to teaching was used, meaning to “draw out,” which also evoked reflective “Aha” moments for some students. The authors implemented the IC project at four universities – three in the United States and one in the United Arab Emirates – using qualitative techniques to assess the achievement of learning objectives. The IC project proved effective across the spectrum of contexts, irrespective of students’ socioeconomic status, college-readiness, or cultural backgrounds.

Many countries use the Goods and Services Tax (“GST”) system to broaden their tax base for tax revenue collection. Similar to Singapore, many countries also adopt a registration exemption threshold in order not to burden small businesses with GST tax compliance but to allow an option for such businesses that do not meet the threshold to voluntarily register for GST with the tax authority. This teaching case allows you to do both predictive and prescriptive analytics using available analytics tools in Microsoft Excel to help the business decide whether to voluntarily register for GST with the tax authority. It can be used in undergraduate or graduate accounting analytics, financial accounting, GST compliance, and managerial accounting classes.

Due to the increasing requirements of external and internal stakeholders, sustainability topics are gaining strategic importance in corporate practice. Successful corporate sustainability transformation requires targeted information on a firm’s sustainability performance which should be provided by management accountants due to their specific expertise in gathering, analysing and presenting information. A prerequisite for the successful implementation of sustainability management accounting (SMA) is the adequate education of the next generation of management accountants. To this end, sustainability issues should also be included in management accounting textbooks, which are an important source for educators in determining the structure and the content of management accounting courses. Therefore, the purpose of this paper is to analyse the extent to which management accounting textbooks deal with SMA concepts and methods to support corporate sustainability management. 33 English-language management accounting textbooks are examined applying a quantitative and a qualitative content analysis. Overall, SMA issues are dealt with mainly in a basic way, if at all. Where sustainability issues are considered, the textbooks briefly address basic concepts and definitions, selected legal requirements and standards, the integration of sustainability KPIs in balanced scorecards and environmental costing, while issues of sustainability planning and control as well as internal sustainability reporting are mostly neglected. We offer alternative explanations for a lack of curricula reform towards sustainability and propose to integrate sustainability issues into management accounting textbooks to support educators and students in teaching and acquiring the necessary SMA competencies.

The popular and academic press reports recent and future major decreases in accounting enrollment to the detriment to accounting faculty and the firms that hire our students. Based upon a major review of the literature and our own experiences, we discuss this matter in depth and suggest means to reverse these trends. For example, we suggest that the CPA profession stress that (1) while earning lower starting salaries, experienced accountants often earn significantly higher salaries than other business majors; and (2) accountants can more likely own equity in their employers’ businesses as compared to other, competitive business fields.

We also discuss how the (1) Generation gap’s (e.g., members of Generations X and Z) viewpoints compare to baby boomers; (2) major trends in the gig economy affect this shortage; (3) some affects of technology; and (4) need for personal growth affects this shortage—and how the profession can capitalize on these trends.

Our paper should help academe and the profession spur quality students to major in accounting and help improve the latter group attract and retain new accounting majors. After all, new, competent accounting majors form the basis for our future, if not our survival.

Organizations generate and accumulate vast amounts of structured and unstructured data that have value for formulating and supporting strategic decisions. The advancement of no-code and low-code software has enabled the use of this data to provide significant data insights and business intelligence by employing multiple forms of data analytics. The imperative to cultivate a robust and proficient group of individuals with expertise in data analytics has led to a substantial increase in the number of educational programs focused on data science and analytics. Accounting educators can capitalize on these trends by integrating data analytics and software skills into the accounting curriculum. This case offers essential materials to aid in the development of the curriculum to support accounting and analytics educators.

This case serves many objectives by providing a professional setting in which you take on the role of junior data analyst, offering necessary context and motivation for completing the tasks. The case allows you to analyze extensive data sets obtained from the IRS Statistics of Income (SOI) website in order to investigate migration patterns based on state, year, age, and income categories. UiPath-robotic process automation (RPA), Alteryx-based data analysis, and Tableau-based data visualization tools are employed to extract, generate, and present descriptive statistics and to conduct a simple times series analysis. These insights are highly valuable to decision makers in business and government organizations. You are encouraged to engage in critical thinking and to consider the potential impacts of migratory patterns on choices made by firm executives and public policy makers. Migration patterns have a significant impact on firm management decisions, influencing either to expand or reduce current operations and indicating the availability and expansion of new talent pools. Migration patterns have a significant impact on the decision made by public policy makers, particularly in relation to public utilities, infrastructure, and other services and benefits. You analyze temporal data to deduce the influence of changes in the tax code and shifts in the economy. You gain expertise in managing large data sets, exploring features of analytics software, and creating compelling visualizations to effectively communicate important discoveries. Instructors and students are given comprehensive instructions and videos to facilitate the efficient application of these technologies.

The primary purpose of this study is to examine the factors behind accounting educators’ intention to incorporate data analytics into the curriculum. Using the theory of planned behavior, we theorize that attitudes, subjective norms, and perceived behavioral control influence accounting educators’ intentions to implement data analytics into the accounting curriculum. We test our theory using a structural equation model (SEM) with 278 accounting faculty members in the United States, and we find that all three factors are significantly associated with faculty members’ intention to adopt data analytics into the accounting curriculum. External incentives, such as promotions, teaching awards, or course releases, significantly increase educators’ willingness to teach data analytics. In addition, faculty who find data analytics intrinsically interesting or enjoyable are more likely to incorporate the subject into the curriculum. Perceived expectations from the department, administration, or employers also contribute to the faculty’s intention to teach data analytics. Lastly, faculty are more likely to incorporate data analytics if sufficient instruction materials are provided, it is easy to grade the assignments, or it is easy to work with other colleagues. Implications for accounting education are discussed.

The accounting practice and academic research-oriented sides of the profession have had difficulties concerning the integration of their outputs. The practice side has maintained that very little of the “mainstream” research produced by academics has been of value in their day to day activities, and the research side has complained about the lack of cooperation as to the availability of data from the practice segment that is needed to conduct academic research. Add to this situation the teaching focused faculty of the profession, who contend that the research conducted in the “mainstream” is of little value to their efforts in teaching undergraduate and graduate students. Additionally, faculty in the classroom need input from the practice side to determine what information the students need to be successful after graduation. The problems were noted in 2012 by the AICPA and AAA supported Pathways Commission in their major report, with questionable efforts to date addressing the concerns. Take all of these components together and you have a view of our current “situation” in accounting.

We attempt, in this paper, to further address the previously identified stagnation in accounting education research (Rebele and St. Pierre, 2015) and, at the same time, to bridge the gaps between these different accounting groups noted by the Pathways Commission. We do this by offering a potentially unique solution to address the current accounting environment. First, we analyze the findings from a mainstream research study that both examines the practice side of the equation and directly affects our classroom coverage of topics in several of the required undergraduate and graduate courses typically found in accounting programs around the country. Second, this paper breaks from many of the current education articles in that we examine what should be taught in the classroom based on actual real - world practice issues rather than hypothetical academic approaches to the topics covered. Third, our efforts in tying together the three components - mainstream research, practice, and classroom content - will hopefully move our colleagues in a direction that benefits our students and opens new accounting education research opportunities.

Although research results can enhance the content of education programs at various university levels, many important research results are only partly covered in major university-level textbooks. It is more difficult to transfer contributions from research results to practitioners if the former is not part of regular education programs. Here, we identify areas where researchers and educators can bridge the gap between theory and research results based on empirical studies, allowing findings to be more easily implemented by practitioners in situations that can improve their output. We take the use and accuracy of security and financial statement analysis as our prime target to examine empirical research results. Financial statement analysis and security valuation are two important applications in accounting and finance, and it is possible to measure changes in the models’ parameters and the effect these have on the outcome. We focus on five aspects of security and financial statement analysis: analysts’ use of valuation models, their estimates and accuracy, peer selection using multiples, valuation models target price accuracy, and differences in industry-specific valuation models and valuation factors. We find that most of the important research results are not referenced in major financial accounting textbooks.

The issue of whether a financial instrument should be accounted for as a debt or equity has always been an area where accountants are required to interpret the relevant accounting standards and make the necessary judgments. Given evidence of increasing capitalization of compound financial instruments, a type of hybrid securities, on various stock exchanges, it has become more important to understand the accounting of such financial instruments. We base this case on the issuance of mandatory convertible bonds by Singapore Airlines Limited (SIA) to raise funds. This case provides an opportunity for you to examine the accounting issues surrounding the issuance of such financial instruments.