Practitioners' perceptions of the importance of specific corporate tax knowledge of new hires working in tax

This study reports accounting practitioners' perceptions of the importance of new hires having certain tax knowledge normally addressed and developed in a corporate tax class. Variables related to the administration of a tax course are also examined.The results suggest that topics dealing with Subchapter S Corporations, determination of the corporate tax liability, and definition of the corporation are perceived as most important and should be covered in depth. Collapsible corporations and preferred stock bailouts are considered the least important topics.The survey results also are analyzed by firm size (large, medium, and small). Respondents from small firms place more importance on the accumulated earnings tax than the respondents from large firms. Respondents from large firms place more importance on reorganizations than respondents from medium or small firms.When asked about corporate tax course administration, respondents recommend the use of the Internal Revenue Code (IRC) and Regulations as a supplement to a standard textbook. They think it is important for any new hire to have at least one corporate tax course and be familiar with corporate tax forms. The only disagreement among the respondents from the different size firms is related to the number of courses students should complete. The respondents from the large firms indicate one course in corporate tax is not sufficient while the respondents from the medium and small firms indicate it is.The study also compares practitioners' recommendations concerning the amount of coverage for various corporate tax topics with the coverage of the topics in two corporate tax textbooks.These results have implications for accounting academicians who teach corporate tax. The results are useful in determining course coverage and in identifying topics that need additional attention as well as areas that need to be deemphasized or eliminated. The results also provide insight into the corporate tax course administration.     

Faculty perspectives on international taxation topics

This paper presents perspectives of accounting faculty members on the relative importance of topics that should be presented in a one-semester graduate level international taxation course. Understanding of international taxation has become an increasingly critical part of the tax and accounting practices of the big four and other major public accounting firms as well as to U.S. multinational business firms. Therefore, college and universities may find it useful to provide at least some coverage of international taxation topics in a separate course or as part of other courses in their tax and accounting programs. If a separate course is offered, an important consideration of which topics should be covered in the course, since there are more topics than can be reasonably covered in one course. This paper analyzes the responses of members of the American Accounting Association's International Accounting Section to a survey of which topics should be included in a one-semester international tax course. Results are compared with those of prior studies to determine whether and the extent to which perspectives have changed over time and based on the type of survey respondent. Findings of this paper will offer guidance regarding topic selection to the accounting faculty members who are charged with developing an international taxation course. The findings may also be of interest to anyone concerned with international business in general and taxation in particular.     

Faculty perspectives on international accounting topics

Given the increasing globalization of business, including the widening acceptance of International Financial Reporting Standards (IFRS) in the capital markets, the international dimension is of great importance to the accounting profession. The international accounting course plays a key role in the accounting curriculum in providing students with information about this critical area of accounting. This study examines the relative importance of various international accounting topics through a survey of members of the American Accounting Association's International Accounting Section. Results are compared with those of prior studies in order to determine whether and to what extent perspectives have changed over time. The findings should be helpful for faculty designing or updating an international accounting course or curriculum or desiring to integrate international issues into various accounting courses. They should also help practitioners identify with which areas their new hires are likely to be more familiar.     

Great Galway Goslings: Organizational Context of Managerial Accounting*

This case seeks to enhance student understanding of the relationship between accounting information and the order fulfllment and production activities of a manufacturing frm, Great Galway Goslings. Great Galway Goslings manufactures goose sculptures and has been suffering losses in recent years. Students draw on the skills they learned in financial accounting to analyze the company's order fulfllment activities, identify economic transactions, and prepare journal entries. The case provides a link to managerial accounting topics as students use segment financial statements to create contribution margin income statements, perform break‐even analyses, and recommend whether Great Galway Goslings should keep its retail business segment. Students will become familiar with the key features of business process management (BPM) and the extensive, real‐world activities that a manufacturing entity engages in to fll an order. Students will analyze the company's existing order fulfllment process and apply their knowledge of BPM to recommend process improvements for Great Galway. This case contributes to the accounting case literature by serving as a bridge from financial accounting to managerial accounting, intertwining many topics from managerial accounting into one cohesive case, and providing real‐world business process knowledge. Student feedback indicates that, overall, the case met its stated learning objectives. Great Galway Goslings is appropriate for an undergraduate introductory managerial accounting course but can be adapted to the equivalent graduate‐level course or an accounting information systems course.     

Competencies for the introductory accounting sequence

The purpose of this study was to examine the competencies demanded and supplied by the introductory accounting sequence. A random sample of Accounting faculty was surveyed to determine the topic coverage believed to be important to students majoring in accounting and the extent of conceptual knowledge and technical ability that accounting majors should achieve for each topic. To provide greater insight, the results of this survey were compared to the results of a survey of Finance, Management and Marketing faculty that used the same research instrument. Among the findings is that the most important competencies demanded by Accounting faculty are those related to financial accounting topics. The competencies demanded by Finance faculty are most closely aligned with those demanded by Accounting faculty, while Management and Marketing faculty demand more competencies related to managerial accounting topics. These and other findings should prove useful in the design and development of the introductory accounting sequence.     

Developing an Accounting Information Systems Course in Australian Tertiary Institutions

The objectives of this exploratory study are: (1) to ascertain the views of Accounting Information Systems (AIS) practitioners and academics from tertiary institutions in Australia as to which topics should be included in an AIS course, and (2) to attempt to identify a common core of topics as the basis for the design of an AIS course. The study was based on an expert opinion survey covering all tertiary institutions and all the “Big Eight” chartered accounting firms in Australia. The results of our survey provide a useful basis for drawing up the contents of an AIS course, and a benchmark against which the appropriateness of the topics in an existing AIS course may be verified.     

Convergence in accounting standards: Insights from academicians and practitioners

The efficiency and competitiveness of global capital markets depends on the ability of financial statement preparers to communicate effectively with investors through financial reports. Despite the global movement to adopt IFRS, US adoption of IFRS is still uncertain. To assess potential for convergence, this study compares perspectives of academicians and practitioners regarding convergence to a set of global accounting standards. The majority of respondents believe that effective convergence to a set of globally accepted accounting standards would be beneficial to preparers, users, auditors, analysts, and standard setters. Convergence in accounting standards can require extensive and possibly costly changes to the standard-setting infrastructure and enforcement process in the US and other countries, and will also require proper training for management, auditors, and investors.     

Motivating students with a historical perspective in financial accounting courses

This article provides historical “nuggets” as diverse, random examples that the authors have used for introducing particular intermediate and advanced financial accounting topics. This approach gives students historical experience with topics that would be rather dull to discuss without the historical context. A historical perspective need not be used to introduce each and every topic; indeed, if instructors were to do that, the motivational effect could conceivably wane throughout the course. Instructors should experiment with historical examples with an eye to: (a) explaining concepts that students often view as abstract, (b) stressing interrelationships among concepts, and (c) emphasizing how accounting changes reflect environmental changes.     

Disharmony in international accounting standards setting: The Chinese approach to accounting for business combinations

The paper addresses two distinct aspects of disharmony in international accounting standards setting. The first aspect relates to the political economic context of financial accounting standards. This is illustrated by the Chinese standards setters’ decision to allow the pooling of interests method of accounting for business combinations despite the prohibition of this method by both the FASB and the IASB. This decision by the Chinese standards setters appears to have been based on political economic factors related to the need for industrial reorganization in China rather than a desire to serve the needs of global capital markets. The second aspect of disharmony relates to the role played by differential understandings of the fundamental objectives of financial reporting in an international context. The IASB's goal of producing one set of global accounting standards to serve the needs of global capital markets has led to a reduction in the number of permissible accounting methods and a move towards the fair value accounting model. In particular, the IASB concluded that the acquisition method of accounting for business combinations should be the only method allowed for business combinations. In contrast, the Chinese standards setters have recognized the existence of both mergers and acquisitions, and in response they created two different methods of accounting for business combinations. Effectively, the Chinese standards setters developed an alternative approach to accounting for business combinations which challenges the IASB's goal of achieving international accounting convergence through the fair value model.     

Management accounting curricula: striking a balance between the views of educators and practitioners

Management accounting education has been subject of considerable debate since the 1970s, particularly in terms of what topics should be taught. The research reported here set out to ascertain the management accounting topics/techniques and the skills/characteristics that are considered important for a graduate who intends to pursue careers in management accounting. Based on a survey conducted on educators and practitioners, the results indicate that educators viewed behavioural implications, activity-based costing (ABC), performance evaluation and product costing as the top four important topics. In contrast, practitioners' top four important topics were cash flow management, operational budgeting, variance analysis and performance evaluation. Overall, traditional techniques, as compared to contemporary techniques, tend to be more widely used by firms. As regards skills and characteristics, practitioners and educators placed high importance on thinking, problem solving, listening and quantitative skills.     

The introductory financial accounting course: Its role in the curriculum for accounting majors

This paper reports a study that addressed two related research questions. The first concerns the proper emphasis in teaching introductory financial accounting in terms of the conceptual and procedural aspects of the subject. The second deals with the adequacy of introductory courses in preparing accounting majors for their intermediate and advanced accounting courses. Professors who had recently taught intermediate and/or advanced accounting responded to a questionnaire designed to answer the above questions. A recent study of the curriculum for accounting majors helped provide a framework for part of the questionnaire. The responses provide some evidence favoring a more conceptual emphasis, although it is not conclusive. There is a clear indication that these professors perceive the preparation received by accounting majors to be inadequate. A related finding is that more study of the accounting curriculum is needed, especially in terms of when the various topics should be taught.     

Cullen, Lochhead and Brown, architects: the business, financial and accounting history of a non-profit maximising firm, 1902-2002

The study which follows charts the business and financial progress of a Scottish regional architectural practice, Cullen, Lochhead and Brown, from 1902-60 in detail, and from 1960 to the present in outline. It examines the firm's origins, the architectural context in which it has operated and the strategies by which it has survived and prospered over its life to date. Analyses of the firm's fee income and sources of work are given, together with details of its financial progress and accounting arrangements. The study concludes with some observations of relevance to the business strategy and small business literatures. Drawing brief comparisons with a Canadian study by Mintzberg et al. (1986), it also provides empirical evidence to suggest that at least some architectural practitioners are motivated by non-financial as well as financial rewards, and points to financial practices which may be characteristic of such firms.     

Inconsistencies in the business law education of accounting students: A survey of accounting educators

A general requirement for an accountant to take the CPA examination is the completion of a course in business law. It appears that what constitutes the business law course requirement is rather loosely defined and leaves excessive room for interpretation. What is a business law course? A survey of accounting educators regarding the business law requirement and the law courses taught at their respective schools reveals, inter alia, a divergence of opinion regarding the business law requirement, the perceived objective of teaching business law to accounting students, the importance of the legal topics included on the CPA exam, and the coverage of those topics at their respective institutions. In general, accounting educators are encouraged to both review their current business law requirements and to take a more active role in monitoring the business law curriculum.     

以企业资源为基础的会计要素研究

本文借鉴企业资源理论,对我国财务会计概念框架中的会计要素问题进行了探讨。受传统会计概念框架的局限,会计实务以资产为主要核算对象,致使财务报告不能全面、真实反映企业资源状况和实际价值。本文认为,为使会计信息全面反映企业的实际,会计核算对象就应当以企业资源为基础;企业资源包括资产和能力。根据这一理念,再参考有关国家的做法,本文探索提出我国会计要素可增补调整为资产、能力价值(商誉)、负债、权益、收入、利得、费用和损失8项。     

财务会计的本质、特点及其边界

为了指明财务会计的本质特点 ,我认为财务报表是财务报告的中心部分 ,而报表附注、其他财务报告等传送财务信息方法仅是次要的手段。在财务报表上确认的任何项目 ,都必须符合可定义性、可计量性、相关性与可靠性的特征。会计程序包括计量、记录和报告都必须以确认为基础。因此 ,财务报表的信息可以按真实和公允的要求来描述财务业绩和现金流量。财务会计的基本职能既不试图提供可能的未来的信息 ,又不产生非财务信息。财务会计的主要目的是通过它的报表反映一个企业经济活动及其结果的真实图像。结论 :财务会计作为一门学科是历史科学 ;作为一项实务是一个信息系统 ,它的任务是为企业提供历史的财务信息。     

Electronic commerce education: Analysis of existing courses

E-commerce is reshaping business practices and education, yet many have expressed concern over the e-commerce education and training provided to students. This study examines the extent to which business schools, particularly accounting programs, are integrating e-commerce education into their curricula. An analysis of 79 syllabi provides evidence regarding: (1) the scope and nature of e-commerce education; (2) educational approaches to e-commerce; (3) e-commerce topics that could be taught as part of e-commerce education; (4) methods of coverage of e-commerce education; and (5) methods and reference materials for teaching an e-commerce course. This study initiates a general dialogue on the nature, content, objectives, and delivery of e-commerce education. An exploratory review and content analysis of a sample of 79 syllabi, representing different sizes of universities worldwide, reveals that business schools and accounting programs offer e-commerce courses emphasizing a broad range of skills, objectives, perspectives, teaching methods, and cognitive content. However, many common themes, topics, and assignments have emerged. The e-commerce education issues addressed in this study should help business schools and accounting programs prepare students for the challenges awaiting them in the area of emerging technological advances.     

A survey of international accounting education in the US and some other countries

This study compares the extent of coverage and methods employed by US and non-US business schools to internationalize the accounting curriculum. Using a survey methodology, the study comparatively explores: (1) approaches to internationalize the accounting curriculum: separate course vs integration; (2) relative importance of international accounting topics; (3) strategies and obstacles to implement the integration approach to internationalization; and (4) the level of satisfaction with the internationalization achieved. The findings of the study should benefit both schools currently involved in internationalizing their accounting curriculum as well as those planning to internationalize their programs in the future.     

Management Accounting Education In Australian Universities: A Review Of The Current State

The teaching of management accounting at tertiary institutions drew criticism in the mid-to-late 1980s on the grounds that course content and teaching methods were not keeping pace with changes in manufacturing technologies and the business environment. A study of management accounting programs in 30 Australian universities shows that the criticisms are largely being addressed, with most programs being well up-to-date in their coverage of many of the new topics and practices that have emerged in management accounting in recent years. Nonetheless, management accounting educators continue to see a number of constraints on effective teaching in this area.     

A factor analysis on knowledge and skill components of accounting education: Chinese case

Accounting education reform is being called upon by the profession and business communities in many countries under new business environment with high-tech production, economic globalization and intensified market competition. This study, by applying the factor analysis research method, has empirically-developed 6 latent constructs about the desirable knowledge and skill components that should be emphasized in accounting education in order to meet the challenges stemming from the changing business environment, i.e., business/management skills, business/management knowledge, core accounting knowledge, personal characteristics, general knowledge, and basic techniques. The structural order of, or the interrelationship among, these six dimensions of the knowledge and skill requirements in accounting education is also elaborated based on the analysis of factor loading results. The findings of this study should assist various groups of stakeholder (e.g., accounting practitioners, educators and students) to gain a better understanding of needed changes in accounting education and provide input for redesigning accounting curriculum to promote a smooth progress of accounting education reform in China and other countries.     

Further Evidence of Critical Thinking and Final Examination Performance in Advanced Financial Accounting

This study examines whether in-course test components requiring stronger critical thinking skills can help explain final examination performance in an advanced undergraduate financial accounting course, conducted in 2003 and 2004 over three continuous semesters at an Australian university. It proposes and validates two levels of dimensions affecting final examination performance: in-course test components and students’ previous university academic performance. Analysis of a database of 1,816 students using standardised multiple regression over three continuous semesters suggests that while overall Grade Point Advantage (GPA) is the single best predictor of final examination performance, in-course test components that require more critical thinking are better predictors than others, except for the in-course ethics essay test. Length of stay also had some predictive ability. This study suggests that academics should pay attention to monitoring and providing feedback to students on their in-course performance in tests that examine critical-thinking skills covering a wide range of topics. Such monitoring and feedback may assist in improving the final examination performance of students in this course.