Discourse and institutional change: ‘Giving accounts’ and accountability

This paper examines the impact of the implementation of Local Management of Schools (LMS) in the UK on the discursive practices that help construct institutions of ‘accountability’ in a particular organizational field. The paper examines the institutionalization of accountability processes by analyzing discourses on accountability in the education field. It explores the extent to which the focus on financial discourses of accountability introduced by state legislation, and underpinned by the promotion of the market ethos, mediates the enactment of non-financial understandings and beliefs about the institutionalized accountability of schools and their staff. We focus upon two discourses of accountability: those introduced by organizations requirements under recent legislation to legitimate themselves within their field (regulatory institutions of accountability) and how organizational actors legitimate themselves with each other in the enactment of their everyday activities (‘folk’, or old, institutions of accountability). The paper argues that, in their strategic response to regulatory institutions of accountability, school staff struggled to disentangle the ‘rational’ or ‘legitimate’ notions of their accountability from the folk, tacit or private institutional norms to which they have held themselves accountable in the past. Although different informants have tended to emphasize different dimensions of accountability, discourses of financial accountability were the key rationale for the explanations of conduct, even when informants were discussing seemingly non-financial or ‘folk-based’ institutions of accountability.     

Carpe the academy: Dismantling higher education and prefiguring critical utopias through action research

This paper engages with the challenge of re-imagining higher education. We start from the position that the ascent of the increasingly corporatized university is deeply problematic precisely because of the neoliberal realist position on ‘the future’ that it assumes and perpetuates: the view that there is no alternative to neoliberal capitalist market principles, that present and future realities can diverge only to the extent permitted by existing market forces and rationales (Amsler, 2011). In this context, ‘education’ takes the form of preparing and socializing the next generation of workers: a future focus severely limited in the possibilities it considers. Thus we are faced with a mutually-constitutive relationship where constrained visions of future needs and demands serve to constrain present educational offerings; a dynamic which becomes self-reinforcing and which admits little disruption. In this paper, we draw on the concrete body of practice known as action research to consider how we might prize open spaces for thinking much more expansively about what ‘the future’ might entail, and what forms of education and organization are necessary in the present to keep open, rather than shut down, diverse possibilities and democratic debate around this. We focus on critical utopian action research and systemic action research as illustrative of key qualities of prefigurative and critical utopian engagement with educational presents and futures. We conclude that the capture of the university by neoliberal logics can be resisted and challenged through radical methodologies, like action research, which explicitly set out to be ongoingly anti-hegemonic, critical, self-reflexive, pluralistic, and non-recuperative (Firth, 2013, Garforth, 2009).     

Accounting education: Turning wrongs into rights in the 1980's

This article speculates upon the evolution of accounting education in the 1980's. Ideas are presented which impact upon many facets of higher education including undergraduate, graduate, and continuing education programs, as well as research and service. Further, institutional issues concerning the role of academics are addressed.The paper begins with “wrongs” of accounting research, education, libraries, and continuing education. Particular stress is placed upon weaknesses in educating and motivating accounting faculty to teach and have primary concern for students. Promotion, tenure, expense support, and reward structures are biased toward research and publication rather than teaching. Funding and faculty attention are not directed toward innovation in accounting education and development of university libraries as learning centers. In short, accounting educators continue to “educate for absolescence.”The paper ends with some suggestions of how to turn “wrongs” into “rights.” More than increased funding is needed. Of primary importance is a shift in attitudes and reward structures.     

The accountant will have a central role in saving the planet … really? A reflection on ‘green accounting and green eyeshades twenty years later’

There is widespread but not universal acceptance that organisations should provide ‘accounts’ of not only their financial performance, but also of their social and environmental performance. There have also been various suggestions across time that traditional financial reporting frameworks, albeit with some modification, have relevance to calls for greater corporate accountability. This paper seeks to dismiss such suggestions. For the accounting profession to be able to meaningfully contribute to extending accountability beyond investors, lenders, and creditors (and it undoubtedly serves these interests well) it will need to abandon many core accounting conventions and principles – something that is deemed unlikely to occur – at least in the readers’ lifetime. This paper also highlights the apparent absurdity of using market-based mechanisms (such as cap-and-trade systems for pollutants) to solve social and environmental problems that were effectively caused by ‘the market’. Having questioned the role of the accounting profession in contributing to broad-based corporate accountability, the paper concludes by questioning the role of accounting and business educators in instilling some form of personal social responsibility in the minds of students.     

Popular television formats,The student-as-consumer metaphor,acculturation and critical engagement in the teaching of accounting

This paper discusses six television programme formats which were self-selected by Australian university students to facilitate their group-based presentations of accounting subject matter to fellow students in seminar and tutorial classes. This paper is a reflection upon the experiences of these formats (news and current affairs, game shows, tabloid television, soap operas, children's programmes and situation comedies) using an evaluative framework comprising the student-as-consumer metaphor, notions of ‘acculturation’ and a model of ‘critical engagement’. The television programme format appears to be beneficial in serving accounting students' psychological and emotional needs and in providing them with a shared cultural structure by which to address accounting issues. This shared structure facilitates students' critical and creative engagement with accounting.     

You Cannot Judge a Book by Its Cover: The Problems with Journal Rankings

Abstract

Journal rankings lists have impacted and are impacting accounting educators and accounting education researchers around the world. Nowhere is the impact positive. It ranges from slight constraints on academic freedom to admonition, censure, reduced research allowances, non-promotion, non-short-listing for jobs, increased teaching loads, and re-designation as a non-researcher, all because the chosen research specialism of someone who was vocationally motivated to become a teacher of accounting is, ironically, accounting education. University managers believe that these journal ranking lists show that accounting faculty publish top-quality research on accounting regulation, financial markets, business finance, auditing, international accounting, management accounting, taxation, accounting in society, and more, but not on what they do in their ‘day job’ – teaching accounting. These same managers also believe that the journal ranking lists indicate that accounting faculty do not publish top-quality research in accounting history and accounting systems. And they also believe that journal ranking lists show that accounting faculty write top-quality research in education, history, and systems, but only if they publish it in specialist journals that do not have the word ‘accounting’ in their title, or in mainstream journals that do. Tarring everyone with the same brush because of the journal in which they publish is inequitable. We would not allow it in other walks of life. It is time the discrimination ended.     

Customized Assessment Group Initiative: A Complementary Approach to Students' Learning

Abstract

This study, conducted in a US setting, examines the importance of group dynamics that emphasize cooperative team building through the proposed grouping strategy called Customized Assessment Group Initiative (CAGI). CAGI is a student grouping strategy designed to operationalize the mutual accountability concept central to the definition of teams by Katzenbach and Smith [(1993). The wisdom of teams: Creating the high performance. Boston, MA: Harvard Business Press]. Spanning two semesters and using a sample of sophomore students in the Introductory/Principles of Accounting class, I implement CAGI in a five-stage process to show students’ performance differences between the conventional grouping technique and the CAGI grouping strategy, thereby highlighting the potential pedagogical value of CAGI in the classroom. The findings demonstrate that CAGI has the heightened capacity to enhance substantially and improve concretely students’ performances. I strongly believe that CAGI could be promising to accounting and other business school students at a university where emphasis is placed on ‘teamship’ and not just group membership.     

Accountability and Transparency in English Local Government: Moving from ‘Matching Parts’ to ‘Awkward Couple’?

Although excessive transparency and accountability demands can have a counterproductive effect on organisational performance (Bovens, 2005), longstanding hierarchical accountability structures to ensure financial conformance in English local government continue to endure. Interestingly however, the previously top‐down regime for performance accountability in English local government has been replaced by bottom‐up mechanisms such as greater transparency and a more open market for public services. Using the framework developed by Hood (2010), this paper will show how such reforms mean that transparency and accountability are moving from being ‘matching parts’ to an ‘awkward couple’, and how this has significant implications for public services.     

Reclaiming ‘Sense’ from ‘Cents’ in Accounting Education

Abstract

This essay adopts an interpretive methodology of relevant literature to explore the limitations of accounting education when it is taught purely as a technical practice. The essay proceeds from the assumption that conventional accounting education is captured by a positivistic neo-classical model of decision-making that draws on economic rationale to inform and report on corporate activities and make value judgements about accounting. Accounting with its emphasis on transactions and recording makes little sense unless accountability and stewardship objectives are effective. This essay calls for an increased use of active learning strategies (experiential and in-context activities) to connect students to the social realities of accounting. Cognitive dissonance, as an explicit objective of accounting education, provides the means to challenge accounting as a rational stage of endeavour through critical and dialogical perspectives in accounting. Two types of learning pedagogies based on ‘in’ and ‘out’ of classroom activities were discussed and analysed.     

Discourses surrounding the evolution of the IASB/FASB Conceptual Framework: What they reveal about the “living law” of accounting

The International Accounting Standards Board (IASB) and the Financial Accounting Standards Board (FASB) recently published the final version of Chapter 1 of their joint Conceptual Framework for Financial Reporting (IASB/FASB, 2010). In this article, we focus on two of the key issues addressed in Chapter 1: stewardship and the definition of the primary user groups of financial statements. To address the discourses surrounding the evolution of Chapter 1, we introduce the concept of “living law” from sociological jurisprudence into accounting scholarship. We first trace the role of stewardship/accountability in the evolution—from antiquity to the present day—of the living law of accounting. We then explore the origin, nature, and implications—from a living law perspective—of the moral traditions associated with stewardship/accountability. Our analysis suggests that stewardship has been, and continues to be, embedded in the living law of accounting—notwithstanding the formal pronouncements of standard setters. We also examine the social accounting project from a living law perspective and we suggest that such an analysis provides new possibilities for addressing core social accounting concerns. We conclude by arguing that, particularly in light of the far reaching impact of the neoliberal agenda, there is an urgent need for scholars in both contemporary “social” and “mainstream” accounting to recognize and build upon their shared living law heritage rooted in the age-old traditions of stewardship/accountability.     

Coals from Newcastle: an evaluation of alternative frameworks for interpreting the development of cost and management accounting in Northeast coal mining during the British Industrial Revolution

How have the power and organisational effects of modern accounting systems developed? What is the appropriate theoretical framework for interpreting that development? Researchers in the ‘Neoclassical’ tradition of ‘economic rationalism’ focus on tracing how efficiently developments in accounting techniques, from the British Industrial Revolution (BIR) to the present, have been engineered to match the demands for new forms of rational economic management of emergent big business, while those adopting a ‘Foucauldian’ approach emphasise how it was that the emergence of new practices and knowledge-based discourses for calculating human performance, and for establishing new forms of human accountability, engendered the creation of the modern kind of business organisations through ‘disciplinary power’. To evaluate the relative merits of these two frameworks, we re-examine the primary archival evidence about managerial practices in the Northeast BIR coal mines. We focus on two unique features—the cadre of professional managers/consultants (the ‘viewers’) and the form of direct labour contract—since comparable features have been held to be significant in the rational economic development of sophisticated cost and management accounting techniques in other industries. We find that, while the records include sophisticated valuations of mines and calculations of technological efficiency, surprisingly absent, as compared with ‘modern’ accounting and managerialism, is any detailed measurement of human performance for setting piece rates and controlling production. Although our particular findings here could be explained within both the ‘Neoclassical’ and ‘Foucauldian’ theoretical frameworks, their consistency with the evidence being obtained from other historical sites further questions the adequacy of ‘economic rationalism’ to explain fully the genesis of modern management and the development of accounting's modern power.     

How efficient is the market for Australian firms’ earnings information?

We construct a measure of the speed with which forecasts issued by sell-side analysts accurately forecast future annual earnings. Following Marshall, we label this measure earnings information flow timeliness (EIFT). This measure avoids the aggregation problem inherent in price-based measures of information efficiency. We document large variation in EIFT across firm-years, and show that EIFT is positively associated with the extent of analyst following, consistent with increased analyst coverage improving the speed with which earnings-related information is recognised. We also find that EIFT is higher for firm-years classified as ‘bad news’ (i.e., where analysts’ forecasts at the start of the financial period exceed the reported outcome). However, when we separately consider instances where analysts appear to forecast non-GAAP (or ‘street’) earnings rather than GAAP earnings, we find that the greater timeliness of bad news is concentrated among observations where analysts forecast non-GAAP earnings, where unusual items are typically excluded. We conclude that the market for accounting information is more efficient for negative operating outcomes than for negative outcomes reflecting unusual items.     

Tainted portfolios: How impairment accounting rules restrict security sales

Contrary to claims that fair value accounting exacerbated banks’ securities sales during the recent financial crisis, we present evidence that suggests – if anything – that the current impairment accounting rules served as a deterrent to selling. Specifically, because banks must provide evidence of their ‘intent and ability’ to hold securities with unrealized losses, there are strong incentives to reduce, rather than increase, security sales when market values decline to avoid ‘tainting’ their remaining securities portfolio. Validating this concern, we find that banks incur greater other‐than‐temporary impairment (OTTI) charges when they sell more securities. We then find that banks sell fewer securities when their security portfolios have larger unrealized losses (and thus larger potential impairment charges), and these results are concentrated in banks with homogenous securities portfolios, expert auditors, more experienced managers, and greater regulatory capital slack. Overall, our results suggest that – contrary to critics’ claims – the accounting rules appear to have reduced banks’ propensity to sell their securities during the financial crisis.     

Chinese Students’ Perceptions of the Teaching in an Australian Accounting Programme – An Exploratory Study

ABSTRACT

This exploratory study is designed to elicit and understand the views of Mainland Chinese students concerning their learning experience in an Australian accounting education programme. The article contributes to the literature by investigating the issues and implications associated with international students’ perceptions of teaching, as little research has been undertaken in this context. Data were obtained from focus group interviews at two Australian universities, comprising students who had no prior experience of Western education. Based on an adaptation of Ramsden's 2003 model [Learning to teach in higher education (2nd ed.). London: Routledge], the data show that the students’ educational experience in China has a direct and negative influence on their perceptions of the teaching and learning experience in Australia. The negativity is particularly strong for entry-level students but dissipates to some extent with time. Issues concerning teachers’ enthusiasm, commitment, delivery skills and students’ expectations also emerged as important factors affecting student perceptions.     

Striking a balance between ‘Sir’ and ‘Dude’

This postcard reflects on an issue common to many academics, whether they teach accounting, politics or—as in my case—commercial law to business and economics students. Creating an open and effective relationship with students is a balancing act undertaken by educators across the board—and no less by my accounting colleagues down the hall. In teaching commercial law to accounting students, I was recently reminded of the importance and occasional difficulty in maintaining a healthy ‘two-way’ relationship. I trust the following may connect with accounting educators and others who are also trying to achieve the right balance.     

Widening participation and contextual entry policy in accounting and finance

The paper examines the performance of accounting and finance students entering university via a ‘widening participation’ scheme that seeks to attract students who have been historically under-represented in higher education. Focus is placed on the policy of providing contextual entry offers that recognise that academic qualifications be judged in the social context in which they were achieved. Accounting and finance recruits the highest proportion of ‘widening participation’ students at a UK ‘Russell Group’ university and provides a key arena for investigating widening participation policy. The study is based on a quantitative analysis of relative performance levels over 12 years and interview findings with 27 students. The quantitative results show that those receiving contextual offers perform at least as well at university level as students with equivalent entry qualifications, thereby supporting contextual entry offer policy. The paper also provides insights into why accounting and finance is popular with ‘widening participation’ students.     

‘Knowledge Preservation in Accounting’: Does It Deserve to Be Preserved?

This is my third in a series of critical pieces on the accounting education field. The first, ‘What Accounting Can Learn from Legal Education’, was published in Issues in Accounting Education (Fall 1987) and dealt with the problems resulting from teaching accounting as a science. The second, ‘Wisdom or Widgets: Whither the School of Business?’ (Abacus, September 1988) dealt with the price we pay in our research for our obsession with quantitative methods. The current piece evaluates Robert Bricker's 1988 article in this journal.     

The plight of accounting education in Australia: a sense of déjà vu

Abstract

Advocates of the case method in accounting education have provided strong arguments in favour of this classroom approach. However, a primary objection has been unanswered. Cases generate ‘canned’ solutions that, when passed between students, jeopardize the accountability of individual efforts and the educational value of the exercise. Although students have leveraged computer technology to exacerbate this problem, academic staff generally have not ‘fought fire with fire.’ This paper shows how computer technology, through the use of artificial intelligence, can restore the confidence that each student will work his/her own case solution and, therefore, will extract the intended educational value from the effort. With computer technology made to act intelligently, the case method in accounting classes should become more robust as a primary pedagogical device.     

Accountability and transparency in relation to human rights: A critical perspective reflecting upon accounting, corporate responsibility and ways forward in the context of globalisation

In this paper we critically theorise accountability and transparency, and accounting, in relation to human rights. Consistent with our perspective, we articulate human rights as a complex and very important construct. We link human rights to notions of accountability and transparency (and hence to accounting) and elaborate how theoretical debates and developments in the humanities and social sciences refine but do not displace the argument that governance for human rights is a meaningful pursuit and policy. Indeed, they in some ways promote the mobilisation of accounting in the context. We go on to elaborate further how accounting (we especially focus upon corporate accounting and reporting) may come to the service of human rights. Developing our critical perspective more concretely and positively, we reflect, giving consideration to real world happenings and relevant illustrations, upon the interface of accounting, various actors (especially corporations) and human rights in the context of globalisation. And we reflect upon ways forward.