进行麦金太尔有机物的实物盘点:将真实的体验带入课堂

Q1 Social Sciences Journal of Accounting Education Pub Date : 2021-09-01 DOI:10.1016/j.jaccedu.2021.100729
Michael E. Ozlanski , Suzanne Seymoure
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引用次数: 1

摘要

工作人员审计员在从事公共会计工作的最初几年中经常完成实物盘存观察。由于这些程序的“动手”性质,很难在传统的课堂环境中说明这些概念。我们开发了一个交互式案例,可以很容易地在本科生或研究生的审计课程中实施,并且可以很容易地适应面对面和在线课程。您评估与库存相关的风险,并确定与选择用于测试的库存位置相关的因素。您还分析财务报表断言、潜在错报和审计测试之间的关系。最后,您将审计程序应用于公司的实物库存,并评估审计公司实物库存的结果。本案例说明了注册会计师考试中包含的材料,以及审计师在担任公共会计师的最初几年通常分配给他们的任务。
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Conducting a physical inventory of McIntyre Organics: Bringing real-life experiences to the classroom

Staff auditors often complete physical inventory observations during their initial years in public accounting. Because of the “hands-on” nature of these procedures, it can be difficult to illustrate these concepts in traditional classroom settings. We developed an interactive case that can be easily implemented in undergraduate or graduate auditing classes, and it can be easily adapted for face-to-face and online courses. You evaluate risks related to inventory and identify factors associated with selecting inventory locations for testing. You also analyze the relationship among financial statement assertions, potential misstatements, and audit tests. Finally, you apply audit procedures on a company's physical inventory and evaluate the results of auditing a company's physical inventory. This case illustrates material included on the CPA exam and tasks that are often assigned to auditors during their initial years as public accountants.

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来源期刊
Journal of Accounting Education
Journal of Accounting Education Social Sciences-Education
CiteScore
4.20
自引率
0.00%
发文量
27
期刊介绍: The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.
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