This case enables students to investigate recent financial reporting mandates requiring EU and SEC IFRS filers to digitize financial reports using IFRS-based taxonomies and iXBRL. EU filers are mandated by ESMA (European Securities and Markets Authority) to file IFRS-iXBRL financial reports, complying with ESEF (European Single Electronic Format). SEC IFRS filers follow similar specifications. Moreover, ESMA and the SEC recently transitioned to XBRL’s enhanced format, iXBRL, combining human and machine-readable language into a single document. Student learning objectives include analyzing these developments and evaluating German multinational corporation SAP SE’s motivation for IFRS-XBRL implementations. SAP, since 2005, files IFRS financials, and since 2009, creates IFRS-XBRL reports. Students apply Corefiling’s Yeti Taxonomy Viewer, SEC’s EDGAR iXBRL Viewer, and TagniFi’s Console to iXBRL mapping/analysis exercises. The case is for Accounting Information Systems and International Accounting courses. It’s especially useful for introductory classes on digitized financial reporting with students having no prior XBRL knowledge.
{"title":"Digitizing International Financial Reports with iXBRL and the IFRS Taxonomy: The Case of the EU, U.S., and SAP SE","authors":"Mark Holtzblatt, Dr. Kristine Brands","doi":"10.2308/issues-2021-097","DOIUrl":"https://doi.org/10.2308/issues-2021-097","url":null,"abstract":"This case enables students to investigate recent financial reporting mandates requiring EU and SEC IFRS filers to digitize financial reports using IFRS-based taxonomies and iXBRL. EU filers are mandated by ESMA (European Securities and Markets Authority) to file IFRS-iXBRL financial reports, complying with ESEF (European Single Electronic Format). SEC IFRS filers follow similar specifications. Moreover, ESMA and the SEC recently transitioned to XBRL’s enhanced format, iXBRL, combining human and machine-readable language into a single document. Student learning objectives include analyzing these developments and evaluating German multinational corporation SAP SE’s motivation for IFRS-XBRL implementations. SAP, since 2005, files IFRS financials, and since 2009, creates IFRS-XBRL reports. Students apply Corefiling’s Yeti Taxonomy Viewer, SEC’s EDGAR iXBRL Viewer, and TagniFi’s Console to iXBRL mapping/analysis exercises. The case is for Accounting Information Systems and International Accounting courses. It’s especially useful for introductory classes on digitized financial reporting with students having no prior XBRL knowledge.","PeriodicalId":46324,"journal":{"name":"ISSUES IN ACCOUNTING EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44052014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case examines the high-profile scandal around the regulatory monitoring of public accounting firms. Specifically, KPMG partners used confidential information about the audits the regulator planned to inspect. The information was obtained from employees at the regulator – the Public Company Accounting Oversight Board (PCAOB). The primary case objectives are to: (i) expand students’ knowledge of the PCAOB inspection process, (ii) highlight the relationship between the regulator and the regulated audit firms, including the concepts of “regulatory capture” and “revolving door,” and (iii) increase students’ awareness of the professional and ethical issues raised by the scandal, including ethical decision-making under pressure, evaluating the appropriateness of requests made by supervisors, overcoming temptations to engage in unethical or illegal behavior, and incentivizing job performance related to ethical conduct. This case is applicable for implementation in undergraduate or graduate auditing or accounting ethics courses.
{"title":"Corruption in the Auditor Inspection Process: The Case of KPMG and the PCAOB","authors":"Francine McKenna, Mikhail Pevzner, Amy Sheneman, Tzachi Zach","doi":"10.2308/issues-2020-056","DOIUrl":"https://doi.org/10.2308/issues-2020-056","url":null,"abstract":"This case examines the high-profile scandal around the regulatory monitoring of public accounting firms. Specifically, KPMG partners used confidential information about the audits the regulator planned to inspect. The information was obtained from employees at the regulator – the Public Company Accounting Oversight Board (PCAOB). The primary case objectives are to: (i) expand students’ knowledge of the PCAOB inspection process, (ii) highlight the relationship between the regulator and the regulated audit firms, including the concepts of “regulatory capture” and “revolving door,” and (iii) increase students’ awareness of the professional and ethical issues raised by the scandal, including ethical decision-making under pressure, evaluating the appropriateness of requests made by supervisors, overcoming temptations to engage in unethical or illegal behavior, and incentivizing job performance related to ethical conduct. This case is applicable for implementation in undergraduate or graduate auditing or accounting ethics courses.","PeriodicalId":46324,"journal":{"name":"ISSUES IN ACCOUNTING EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47673090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.2308/1558-7967-93.4.365
C. Millar
A body having a longitudinal axis, and parallel bearing surfaces at opposite axial ends thereof, has grooves formed therein, adjacent both axial ends thereof for receiving sealing rings therein. The body is interposed between fluid-control valves which are centrally supported, in spaced-apart disposition on a reciprocable rod, for abutting engagement thereof with the outermost peripheries of axial ends of the valves to support the valves and prevent bending moments from being exerted on the valves, and the grooves-receivable sealing rings offer enhanced fluid sealing over that carried by the valves themselves.
{"title":"Editorial Policy and Style Information","authors":"C. Millar","doi":"10.2308/1558-7967-93.4.365","DOIUrl":"https://doi.org/10.2308/1558-7967-93.4.365","url":null,"abstract":"A body having a longitudinal axis, and parallel bearing surfaces at opposite axial ends thereof, has grooves formed therein, adjacent both axial ends thereof for receiving sealing rings therein. The body is interposed between fluid-control valves which are centrally supported, in spaced-apart disposition on a reciprocable rod, for abutting engagement thereof with the outermost peripheries of axial ends of the valves to support the valves and prevent bending moments from being exerted on the valves, and the grooves-receivable sealing rings offer enhanced fluid sealing over that carried by the valves themselves.","PeriodicalId":46324,"journal":{"name":"ISSUES IN ACCOUNTING EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2308/1558-7967-93.4.365","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43004555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past decade, many stakeholder groups have explored how to integrate data analytics into the accounting curriculum. This study expands that literature by surveying 321 accounting faculty regarding their perspectives on the effectiveness of data analytics implementation. We examine curriculum development, course assessment, students’ abilities, and faculty skills to design and teach such courses. We identify specific gaps in the accounting curriculum where further data analytics integration may be considered. We find several challenges to integration and support for infusing analytics skills earlier in the accounting curriculum. Accounting departments should consider the expertise of their faculty, especially assistant professors, who seem to have more knowledge of data analytics than any other rank, and focus on implementing specific data analytics skills throughout the accounting curriculum. We also provide proposed action items that will help accounting departments evaluate curriculum and related resource requirements.
{"title":"Integrating Data Analytics into the Accounting Curriculum: Faculty Perceptions and Insights","authors":"Heather Losi, Eileen B Isaacson, Douglas M. Boyle","doi":"10.2308/issues-2021-086","DOIUrl":"https://doi.org/10.2308/issues-2021-086","url":null,"abstract":"Over the past decade, many stakeholder groups have explored how to integrate data analytics into the accounting curriculum. This study expands that literature by surveying 321 accounting faculty regarding their perspectives on the effectiveness of data analytics implementation. We examine curriculum development, course assessment, students’ abilities, and faculty skills to design and teach such courses. We identify specific gaps in the accounting curriculum where further data analytics integration may be considered. We find several challenges to integration and support for infusing analytics skills earlier in the accounting curriculum. Accounting departments should consider the expertise of their faculty, especially assistant professors, who seem to have more knowledge of data analytics than any other rank, and focus on implementing specific data analytics skills throughout the accounting curriculum. We also provide proposed action items that will help accounting departments evaluate curriculum and related resource requirements.","PeriodicalId":46324,"journal":{"name":"ISSUES IN ACCOUNTING EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46420374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The accounting profession and academic institutions have expressed solidarity with diversity, equity, and inclusion (DEI) principles and recognize the importance of DEI programs in pedagogy to enhance students’ and new accounting professionals’ awareness of DEI issues. However, despite the collective acknowledgement by the accounting profession and academic institutions regarding the importance of DEI, no research, to our knowledge, in the business or accounting higher education literature has empirically evaluated the effectiveness of specific DEI programming for enhancing students’ awareness of and attitudes toward racial issues. We fill the gap by investigating the effectiveness of a diversity symposium and a reflective writing exercise on undergraduate accounting students’ awareness and attitudes regarding racial issues. Taken together, our results suggest that both pedagogical interventions incrementally improve students’ knowledge and understanding of these issues. Our results have important implications for accounting higher education by providing implementable methods to enhance student awareness and attitudes.
{"title":"Changing Hearts and Minds: Evidence from a Symposium on Diversity, Equity, and Inclusion","authors":"Daniel W B Booker, Kirsten Cook, Yi-Jing Wu","doi":"10.2308/issues-2021-052","DOIUrl":"https://doi.org/10.2308/issues-2021-052","url":null,"abstract":"The accounting profession and academic institutions have expressed solidarity with diversity, equity, and inclusion (DEI) principles and recognize the importance of DEI programs in pedagogy to enhance students’ and new accounting professionals’ awareness of DEI issues. However, despite the collective acknowledgement by the accounting profession and academic institutions regarding the importance of DEI, no research, to our knowledge, in the business or accounting higher education literature has empirically evaluated the effectiveness of specific DEI programming for enhancing students’ awareness of and attitudes toward racial issues. We fill the gap by investigating the effectiveness of a diversity symposium and a reflective writing exercise on undergraduate accounting students’ awareness and attitudes regarding racial issues. Taken together, our results suggest that both pedagogical interventions incrementally improve students’ knowledge and understanding of these issues. Our results have important implications for accounting higher education by providing implementable methods to enhance student awareness and attitudes.","PeriodicalId":46324,"journal":{"name":"ISSUES IN ACCOUNTING EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44298083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditional tax research cases provide students a set of facts and then ask them to conduct research and write a memo summarizing those findings. While this method exposes students to both research and writing, it does not expose students to the review process that is integral to a professional career in accounting. Students are given a poorly written tax research memo and client email that was completed by a fictional colleague, then asked to play the role of an experienced associate in public accounting firm and to review the documents to identify errors in both technical content and writing. Acting as an associate, the student provides written feedback to the colleague, but then must write up a correct tax research memo and client letter. Feedback from students shows that this exercise was successful in developing skills and providing a positive learning experience. This case is adaptable for undergraduates or graduates.
{"title":"TAX RESEARCH BY BAD EXAMPLE: A TWIST ON THE CLASSIC CASE","authors":"Michaele Morrow Esdale, Mitchell Franklin","doi":"10.2308/issues-2020-099","DOIUrl":"https://doi.org/10.2308/issues-2020-099","url":null,"abstract":"Traditional tax research cases provide students a set of facts and then ask them to conduct research and write a memo summarizing those findings. While this method exposes students to both research and writing, it does not expose students to the review process that is integral to a professional career in accounting. Students are given a poorly written tax research memo and client email that was completed by a fictional colleague, then asked to play the role of an experienced associate in public accounting firm and to review the documents to identify errors in both technical content and writing. Acting as an associate, the student provides written feedback to the colleague, but then must write up a correct tax research memo and client letter. Feedback from students shows that this exercise was successful in developing skills and providing a positive learning experience. This case is adaptable for undergraduates or graduates.","PeriodicalId":46324,"journal":{"name":"ISSUES IN ACCOUNTING EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46951158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Julia Davidyan, Dr. Brian W. Huels, Dr. Jodi L. Gissel
A plethora of research exists relating to active student learning, engagement, and pedagogical best practices. Unfortunately, related to auditing and forensic accounting, there are not many classroom activities that align the aforementioned areas. This activity bridges said gap with an engaging exercise using the well-known “two truths and a lie” game. The activity’s learning objectives include: (1) identifying common signs of deception that may be present in interactions during auditing or forensic accounting engagements, (2) demonstrating ability to determine when an individual may be using deception in interactions, and (3) demonstrating professional writing skills. Students create a short, simple video as a base for the activity, then engage in a subsequent review of assigned materials, group discussion, and an individual written self-reflection. Implementation results indicate this activity is a valuable learning experience, increases student knowledge about deception detection, and provides a unique platform for students to explore cues of deception.
{"title":"Two Truths and a Lie: Introduction to Deception Detection","authors":"Julia Davidyan, Dr. Brian W. Huels, Dr. Jodi L. Gissel","doi":"10.2308/issues-2021-054","DOIUrl":"https://doi.org/10.2308/issues-2021-054","url":null,"abstract":"A plethora of research exists relating to active student learning, engagement, and pedagogical best practices. Unfortunately, related to auditing and forensic accounting, there are not many classroom activities that align the aforementioned areas. This activity bridges said gap with an engaging exercise using the well-known “two truths and a lie” game. The activity’s learning objectives include: (1) identifying common signs of deception that may be present in interactions during auditing or forensic accounting engagements, (2) demonstrating ability to determine when an individual may be using deception in interactions, and (3) demonstrating professional writing skills. Students create a short, simple video as a base for the activity, then engage in a subsequent review of assigned materials, group discussion, and an individual written self-reflection. Implementation results indicate this activity is a valuable learning experience, increases student knowledge about deception detection, and provides a unique platform for students to explore cues of deception.","PeriodicalId":46324,"journal":{"name":"ISSUES IN ACCOUNTING EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49294658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Large public accounting firms are currently prioritizing diversity and inclusion and making commitments to increased transparency by publishing diversity, equity, and inclusion reports. This case explores PwC’s self-described diversity and inclusion journey by juxtaposing the firm’s first publicly released diversity and inclusion report with the decades-earlier experience of Ann Hopkins, who became a partner as the result of a landmark Supreme Court case. This approach provides a longitudinal perspective on diversity and inclusion and facilitates analysis of the roles of organizational policies/procedures, organizational culture, and leadership in creating a more inclusive organization. The case presents an opportunity to analyze PwC’s published diversity data and explore the challenges firms face when trying to increase diversity and develop an inclusive culture.
{"title":"Ann Hopkins and PwC: Critically Analyzing Culture, Leadership, Policies, and Reporting for Diversity and Inclusion","authors":"Katherine Campbell, Duane Helleloid","doi":"10.2308/issues-2021-115","DOIUrl":"https://doi.org/10.2308/issues-2021-115","url":null,"abstract":"Large public accounting firms are currently prioritizing diversity and inclusion and making commitments to increased transparency by publishing diversity, equity, and inclusion reports. This case explores PwC’s self-described diversity and inclusion journey by juxtaposing the firm’s first publicly released diversity and inclusion report with the decades-earlier experience of Ann Hopkins, who became a partner as the result of a landmark Supreme Court case. This approach provides a longitudinal perspective on diversity and inclusion and facilitates analysis of the roles of organizational policies/procedures, organizational culture, and leadership in creating a more inclusive organization. The case presents an opportunity to analyze PwC’s published diversity data and explore the challenges firms face when trying to increase diversity and develop an inclusive culture.","PeriodicalId":46324,"journal":{"name":"ISSUES IN ACCOUNTING EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43883104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Boland, Brian E. Daugherty, Denise Dickins, Corinna Ewelt-Knauer
This paper describes a short-term, accounting-related study abroad program (STASA). Unlike traditional study abroad programs whose primary objective is to expose students to international environs and cultures, the described STASA also helps address the demands of accounting students’ future employers and accreditors by helping develop students' transnational teaming skills and meaningfully integrating international accounting curricula. We do this by having US-based students work both remotely and co-located with students from another country to complete an international accounting-related project. A detailed description of the STASA is provided that includes design considerations, learning objectives, implementation guidance, and possible grading options. Also included are answers to frequently asked questions about course execution, partnering with an international university, and funding.
{"title":"Integrating Transnational Teaming and International Accounting into a Short-Term Study Abroad Program","authors":"C. Boland, Brian E. Daugherty, Denise Dickins, Corinna Ewelt-Knauer","doi":"10.2308/issues-2021-065","DOIUrl":"https://doi.org/10.2308/issues-2021-065","url":null,"abstract":"This paper describes a short-term, accounting-related study abroad program (STASA). Unlike traditional study abroad programs whose primary objective is to expose students to international environs and cultures, the described STASA also helps address the demands of accounting students’ future employers and accreditors by helping develop students' transnational teaming skills and meaningfully integrating international accounting curricula. We do this by having US-based students work both remotely and co-located with students from another country to complete an international accounting-related project. A detailed description of the STASA is provided that includes design considerations, learning objectives, implementation guidance, and possible grading options. Also included are answers to frequently asked questions about course execution, partnering with an international university, and funding.","PeriodicalId":46324,"journal":{"name":"ISSUES IN ACCOUNTING EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45207640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Burton, William G. Heninger, S. Summers, David A. Wood
This paper reports perceptions of over 1,000 accounting faculty regarding 12 accounting journals, specifically in: (1) how open they are to diverse topic areas, (2) how open they are to diverse research methodologies, (3) how effectively they produce new and useful knowledge for non-academic stakeholders, and (4) how effectively they produce new and useful knowledge for academics. We find that the traditional Top 6 journals do not lead the academy along these four dimensions; in fact, some are viewed as the worst performers in these areas. Furthermore, we find that academics have a relatively poor understanding of the actual diversity of several journals. We also report that respondents believe the traditional Top 6 journals are and should continue to be weighted highly in faculty evaluation, but that the other six journals should receive greater weighting.
{"title":"Accounting Academics’ Perceptions of 12 Research Journals","authors":"F. Burton, William G. Heninger, S. Summers, David A. Wood","doi":"10.2308/issues-2021-038","DOIUrl":"https://doi.org/10.2308/issues-2021-038","url":null,"abstract":"This paper reports perceptions of over 1,000 accounting faculty regarding 12 accounting journals, specifically in: (1) how open they are to diverse topic areas, (2) how open they are to diverse research methodologies, (3) how effectively they produce new and useful knowledge for non-academic stakeholders, and (4) how effectively they produce new and useful knowledge for academics. We find that the traditional Top 6 journals do not lead the academy along these four dimensions; in fact, some are viewed as the worst performers in these areas. Furthermore, we find that academics have a relatively poor understanding of the actual diversity of several journals. We also report that respondents believe the traditional Top 6 journals are and should continue to be weighted highly in faculty evaluation, but that the other six journals should receive greater weighting.","PeriodicalId":46324,"journal":{"name":"ISSUES IN ACCOUNTING EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48648096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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