St. Hubertus Crossing:根据ASC 606指引确认收入

Q1 Social Sciences Journal of Accounting Education Pub Date : 2021-06-01 DOI:10.1016/j.jaccedu.2021.100726
Larry R. Davis, Diane M. Matson
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引用次数: 0

摘要

收入确认标准ASU No. 2014-09被编纂为ASC 606收入确认,它完全取代了ASC 605收入确认,并对编纂的其他几个部分进行了修订,这对包括建筑业在内的许多行业的收入确认产生了重大影响。一个实际的建筑项目启发了这个案例。该项目的合同包括在一条河上建造一座桥梁、高速公路旁路、一条步行和自行车道,以及对过去清理过的河岸进行环境修复。我们提供有关新桥需求的背景资料和涉及的各个政府单位,以及收入和成本数据,以及完成合同各部分的时间表。你被要求对指南的适用做出多项判断,包括(1)有关合同是否符合指南中规定的合同要求,(2)合同中嵌入的履约义务是什么,以及(3)如何将收入分配给履约义务。您还必须确定对合同变更的适当处理,并考虑加速收入确认的可能性。这个案例的目的是让您意识到,在面对模棱两可的事实模式时,新指南的应用可能需要专业的判断,并为他们提供处理更复杂案例的经验,而不是通常在本章最后的问题中提供的经验。
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St. Hubertus Crossing: Revenue recognition under ASC 606 guidance

The revenue recognition standard, ASU No. 2014-09--codified as ASC 606 Revenue Recognition, which replaces in its entirety ASC 605 Revenue Recognition and amends several other sections of the codification--is significantly affecting revenue recognition in many industries, including the construction industry. An actual construction project inspired this case. The contract for the project included the construction of a bridge over a river, highway bypasses, and a walking and bike path as well as environmental rehabilitation of riverbanks which had been cleared in the past. We provide background information on the need for a new bridge and the various governmental units involved, along with revenue and cost data, and a schedule for completing the various parts of the contract. You are asked to make multiple judgments related to the application of the guidance, including (1) whether the contract in question meets the requirements of a contract as specified in the guidance, (2) what the performance obligations embedded in the contract are, and (3) how revenue might be allocated to the performance obligations. You also must determine appropriate treatment for the changes to the contract and consider the possibility of acceleration of revenue recognition. The case is intended to make you aware that the application of the new guidance may require professional judgment in the face of ambiguous fact patterns and to provide them with experience in dealing with a more complex case than is typically provided in end-of-chapter problems.

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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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