Journal of Accounting Education最新文献

Data analysis has revolutionized the auditing profession. The use of data analytics tools has allowed auditors to plan and complete more thorough, accurate, and efficient audits. Pressures from the accounting profession and AACSB have placed an urgency to include these analytics tools into the accounting curriculum. For many instructors, navigating this new realm of analytics tools can be overwhelming and difficult to pare down to the essentials of what emerging accountants need to know. While prior research has developed suggestions for how to implement audit analytics into accounting curricula (Qasim et al., 2020 & Dzuranin, 2018), institutions are ultimately left on their own to decide if and how to integrate audit analytics tools into their curricula. This paper aims to assist instructors looking to implement audit analytics tools into their courses by presenting survey results from audit professionals on the analytics tools they use at both the entry-level and management position as well as the skills and tools they expect and would like accounting graduates to possess. This information can be used by accounting instructors to tailor their data analytics coverage to include the tools and skills emerging graduates are most likely to use in their profession. The second phase of this paper serves as a reference tool as it provides a collection of the resources, cases, and assignments available for faculty members interested in adding a data analytics component to their current audit course. This repository is focused on tools identified in the survey as useful to accounting graduates.

Aena, the largest European airport group, was partially privatized through an initial public offering (“IPO”) in February 2015. This IPO was the largest in Europe and the fourth largest worldwide that year. Aena operates in a regulated market in which cash flows are, in theory, stable and predictable. Therefore, we should not have expected significant noise around the fair value. However, that was not the case for Aena. The government set a minimum price for the IPO of €22 per share, the institutional investors who were acting as anchors offered prices in the range of €50-55, and the final IPO price was approximately €60 per share. At the end of 2016, the price increased to €130 per share. The aim of this case study is to disentangle the main aspects that caused the ramp-up in the stock price using financial statement analysis tools and techniques. This case study is suitable for financial statement analysis and corporate finance courses at the intermediate and advanced levels for undergraduate and graduate students. It also allows for a focus on specific topics such as financial analysis, valuation, regulation, and privatizations.

To better understand the behavior of financial market professionals, in this study, we analyze the risk preferences of aspiring financial market professionals before they enter the financial markets and examine whether these risk preferences are influenced by obedience and conformity pressures. We conducted an experiment involving 131 students and asked them to choose between risky and safe grading options. Observing their change of choices under social influence pressures, we found that obedience pressure significantly influenced their risk choices, but conformity pressure was effective only when the peer information was delivered by an authority figure. Overall, our findings imply that risk preferences are not invariable and can be maneuvered by an authority figure. For practitioners, our findings imply that managers in financial firms can use their power responsibly to discourage excessive risk-taking behavior. For academia, our findings show the importance of training accounting graduates with competencies beyond technical proficiency and with better understanding of the social context in which (ethical) decisions are made.

This article explores how research management, through a research advisory model (RAM), can guide accounting students and supervisors to transition to a research-focused community of practice by gaining greater methodological diversity and theoretical development during their higher degree studies. Memory-work narrative responses from e-interviews with 21 accounting faculty members, of which 15 were higher degree students and six supervisors, were thematically analysed. Document analysis was conducted to explore how the faculty’s research profile has changed since the inception of the new faculty and the implementation of the research management capacity-building programme. In line with the theory of legitimate peripheral participation (LPP), this article shows how a peripheral model of participation assisted accounting higher degree students and their supervisors to embrace research and become part of a community of scholars. The novel advisory model can be used to assist higher degree students and their supervisors during the challenging transition from accounting professional to researcher. A conceptual trajectory including LPP theory as an analytical and practical lens to support pathways to change is offered as a modest contribution. The RAM is posited as an option for faculties in guiding students to overcome related challenges and gain confidence in the research process. The model can also be useful for other faculties working towards similar goals.

International transfer pricing and tax compliance are currently receiving a great deal of attention among tax policy makers and multinational enterprises (MNEs). In particular, the OECD Action Plan on Base Erosion and Profit Shifting (OECD, 2013) and subsequent updates to the OECD Transfer Pricing Guidelines for Multinational Enterprises and Tax Administrations (OECD, 2017; OECD, 2022) have driven a shift among MNEs toward more compliance-based transfer pricing strategies. One of the significant challenges for MNEs relates to the international transfer pricing for intra-group services based on the OECD Guidelines, Chapter VII. This intra-group transaction is subject to massive attention from tax authorities as service cost allocations between MNE group companies are often significant due to highly centralized intra-group service arrangements. Current cost accounting textbooks largely ignore the implications of tax regulation for intra-group service cost allocations. This case study develops your critical thinking skills, particularly regarding how to determine tax-compliant transfer prices for intra-group services in accordance with OECD Transfer Pricing Guidelines, Chapter VII, and the arm’s length principle. Furthermore, it enhances your ability to reflect on the implications of tax regulation for cost and management accounting.

Coffee cultivation is a significant cause of deforestation, water shortages, and loss of habitat for migratory bird species in Central America. Coffee, however, is also one of the few viable industries providing employment to the region. Café Solar® embodies the vision of the founders to address a complex set of issues haunting the coffee industry in Honduras. Drawing from the experience and expertise of ornithologists, engineers, academics, coffee farmers, women activists and an array of partnerships, the nonprofit Mesoamerican Development Institute (MDI) developed innovative sustainable practices for coffee cultivation and processing. Further, in collaboration with the Fair-Trade cooperative, Cooperativa Mixta Subirana Yoro Limitada (COMISUYL), MDI translated the vision into strategy through its for-profit affiliate, MDI Honduras. The case includes specific areas in managing a sustainable enterprise, including creating a sustainable coffee value chain, and the application of budgeting and cash flows in supporting financial viability. Crucial to success was the creation of a brand that attracted a network of global customers desirous of Fair Trade and sustainable coffee. Hence, the case highlights opportunities, problems, and constraints to sustainability in the coffee industry in alignment with United Nations Sustainable Development Goals (UN SDGs). The case was tested in three class sessions (with 45 MBA/MS Accounting students) and was found to meet the pedagogic goals set for the case.

The main objective of the current study is to examine the perspectives of undergraduate accounting students on the transition to distance learning (DL) as emergency remote learning from traditional learning (TL) during the COVID-19 pandemic, as well as the learning dimensions of DL compared to TL. The sample includes 782 responses from six countries (France, Jordan, Oman, Qatar, Tunisia, and the UK). In accordance with prior studies, we construct a questionnaire that explores the perceptions of students regarding the TL-to-DL transition process and the learning dimensions of DL vs. TL. The majority of respondents believe that the DL transition process, due to the pandemic, has generated concerns to some extent in all countries. However, in terms of the dimensions of DL vs. TL, significant differences exist between the perspectives among the countries, which provides insights regarding the pandemic’s effect on our educational systems and a more accurate picture of universities’ educational performance. Our results raise important questions regarding the TL system in place before the crisis, as well as highlighting the importance of using technology to deliver educational services. This study provides cross-country evidence, from the perspective both of developed and developing countries, on the impact of the pandemic on students’ learning habits and educational methods.

Using survey data collected from 536 U.S. accounting faculty, this study applies theories of extrinsic and intrinsic motivation to investigate the differences of two terminally degreed faculty groups (PreCerts v. PostCerts) in their motivations, perceived obstacles, and perceived benefits of pursuing a professional accounting certification. Among our findings, we find that faculty receiving a certification before their terminal degree (PreCerts) chose extrinsic factors more often than their PostCert counterparts. For example, PreCerts chose a job requirement as a motivation for obtaining a professional certification significantly more often. On the other hand, faculty who obtained their professional certification after their terminal degree (PostCerts) tended to choose more intrinsic-motivating items. With a trend of increasing non-certified Ph.D. faculty, we believe these results not only shed light on differing motivations for the two groups but can also serve current accounting departments in encouraging non-certified faculty to pursue a professional certification.

This paper describes an easy-to-implement service learning project developed to enhance the coverage of costing concepts in an introductory Managerial Accounting course. The course-specific assignment utilizes an entrepreneurial scenario which requires students to examine the viability of opening a sandwich stand in the student union. Students actively gather cost data for their business venture by preparing peanut butter and jelly sandwiches which are then donated to a local soup kitchen. Comparison of scores on pre- and post-tests suggests that the service learning assignment enhances students’ understanding of key managerial accounting concepts. More specifically, improvements in mean post-test scores proved significantly higher in the experimental group after completion of the service learning activity than in the control group. Feedback further suggests that students appreciated the opportunity to engage in service learning by helping others less fortunate and that the project encouraged them to think entrepreneurially.