Using Form 20-F reconciliations to internationalize an accounting course

Accounting courses and textbooks in the United States focus on US generally accepted accounting principles (GAAP). As a result, US accounting students have little exposure to International Financial Reporting Standards (IFRS) and to differences between these standards and US GAAP. To familiarize students with the differences between IFRS and US GAAP, accounting instructors can develop assignments based upon the reconciliation of IFRS to US GAAP net income included in Form 20-F, the annual document submitted to the SEC by non-US firms. The course assignment described in this paper provides students with a “road map” of the differences underlying specific company financial reporting, and helps instructors identify where these differences occur. The assignment represents an innovative way of integrating international financial reporting standards and SEC reporting requirements into a higher level undergraduate or graduate accounting course.     

Student performance in tertiary-level accounting: an international student focus

The present paper provides empirical evidence regarding the academic performance of university students studying accounting. In particular, the effect of student origin is investigated by comparing the accounting performance of resident and international students. The present study controls for a number of other key variables, including ability, anxiety, work experience in accounting, accounting study prior to university and enrolment status. The question of whether international student performance improves over time through an acculturation effect is also investigated. Bivariate analyses revealed higher anxiety and lower general ability for international vis‐à‐vis resident students yet no significant difference in accounting performance between the two groups. After controlling for key variables, an association was observed between student origin and accounting performance with superior performance reported for the international student cohort. Statistically significant relationships were also observed between accounting performance and ability, anxiety, employment experience in accounting, enrolment status and accounting study prior to university. An acculturation effect was not clearly evidenced.     

The Impact of Computer-Assisted Learning on Academic Grades: An Assessment of Students' Perceptions

Abstract

This study examines student perceptions of the usefulness of Computer-Assisted Learning (CAL) packages in learning accounting concepts in terms of the influence on academic performance. Various additional factors affecting academic performance [such as gender, prior studies of accounting, and computer systems, together with entry background] are incorporated in the development of a multiple regression model, together with perceptions of CAL. The study uses a sample of 280 second-year undergraduate accounting students from an Australian university to test the model. In contrast to prior studies (e.g. Lane and Porch, 2002, Accounting Education: an international journal, 11(3), pp. 217–233), this study showed that positive perceptions of the usefulness of CAL significantly influenced performance. Additionally, it was found that international students, many of whom enter university at the second year level having obtained advanced standing credits, had significantly poorer performance than local students. The findings show that gender, prior studies of accounting and computing systems were not significant influences on academic performance. Overall, the results have implications for accounting educators utilising CAL in courses as a means of improving students' understanding of accounting concepts and academic performance.     

An analysis of the implications of diversity for students' first level accounting performance

The present study investigates the impact of student diversity on performance of first-year undergraduate accounting students. The paper is motivated by (i) increasing diversity amongst the accounting student cohort because of the trend to internationalise education services in industrialised countries; and (ii) inconsistent and inconclusive prior evidence on the determinants of accounting student performance. The major contribution of the present paper is to provide a theoretical framework from the published educational literature that can explain much of the variation in the findings of prior studies. We employ this framework to develop and test several propositions in relation to students’ prior content and metacognitive knowledge. The results indicate students studying on-campus significantly outperform students studying by distance education. On average, international students studying on-campus perform better than domestic students (studying either on- or off-campus), with international students studying off-campus performing worst of all. Prior high school accounting, tertiary entrance score and motivation (reflected by both major of study and tutorial attendance) also influence student performance.     

Measuring the Problem-Solving Abilities of Accounting and Other Business Students: A Comparison and Evaluation of Three Methods

Abstract

The accounting profession requires accounting graduates to operate in a complex and often rapidly changing environment. Consequently, they must develop problem-solving skills to enable them to function in situations that are unfamiliar or ambiguous. We describe a test of three measures of problem-solving ability, including two measures of linguistic performance (Idea Density and Grammatical Complexity) and one of cognitive complexity (Paragraph Completion Test, PCT), used previously in several accounting studies. Subjects were senior undergraduate accounting and business students at a large AACSB-accredited Canadian university. Examination questions taken from different business courses were categorized as either structured or unstructured using the method developed by Shute (1979 Accounting Students and Abstract Reasoning: An Exploratory Study, Sarasota, Florida: American Accounting Association). We confirm that students with a high level of cognitive complexity, as measured by the PCT, performed at a superior level on unstructured questions, as found in previous studies. We find also that Idea Density makes the same differentiation, but Grammatical Complexity does not.     

Accountants’ cognitive styles and ethical reasoning: A comparison across 15 years

Recent attention to accountants’ ethics in the news, in professional practice, and by academia leads to questions about the ethical and cognitive characterization of students selecting accounting careers. We employ the Myers/Briggs Type Indicator (MBTI) for assessing cognitive styles, and the Defining Issues Test (DIT) for assessing ethical reasoning to study differences between two groups of accounting graduates and new hires entering the accounting profession across a period of 15 years. We show that the dominant cognitive make-up of accountants has not changed significantly over the study period, which is consistent with prior research. Also, we hypothesize and provide evidence that this dominant style is associated with lower levels of ethical reasoning (as measured by the DIT) than other cognitive styles. The ethical reasoning scores are lower for the 2005 sample than for the 1990 sample. This result may be attributable to age, gender, grade point average, or political orientation; however, incomplete data in our sample does not allow us to make definitive conclusions regarding these control variables. We discuss the implications of these findings for curriculum development and professional practice.     

Development of and student reactions to an international consolidation case problem

Use of case problems is a well established pedagogy for enhancing student learning. This paper describes development of an international consolidation case problem and reports how students responded to its assignment. The case problem could be effectively used in accounting classes such as international accounting and advanced accounting. Further, the case could be used to introduce professional accountants, who may not have previously faced this issue, with a basic overview of the international consolidation process. The issue of consolidation is typically covered in advanced accounting courses, and international financial reporting is covered in international accounting or intermediate accounting courses. The international consolidation case described in this paper makes a unique contribution by incorporating both consolidation accounting and international financial reporting (specifically, foreign currency translated financial statements) into one comprehensive case problem. When a subsidiary corporation is located in a different country from the parent corporation, the difficulty of consolidating the financial statements becomes more complex than for a strictly domestic company, as a result of different GAAPs and different currencies. The case problem has been used in two southwestern US universities. Student feedback indicates that the problem was well received and benefited student learning.     

Goal‐efficacy framework: an examination of domestic and international accounting students' academic performance

This study considers the psychological influences on academic performance using a goal‐efficacy framework. Data were gathered using a survey questionnaire (N = 375). The paper is motivated by a repeated high failure rate for a second‐year core accounting unit and anecdotal evidence that international students perform poorly in comparison with domestic students. The results demonstrate the role of self‐regulated learning strategy as a mediating variable for goal orientation and academic performance. While the analyses suggest no significant differences between domestic and international students with respect to the main psychological variables and academic performance, further analyses reveal that four specific factors of the main psychological variables are significantly different between domestic and international students.     

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.     

The Impact of Adopting International Accounting Standards on the Harmonization of Accounting Practices

Over the past few decades numerous organizations have been actively participating in the efforts to improve the comparability of financial reporting. Many studies have discussed the benefits and drawbacks of comparability. This study investigated the affect on the harmonization, or comparability, of accounting practices when a sample of companies choose to use international accounting standards (IASs) when preparing financial reports.This study analyzed trends in the I index, a measure of concentration for the use of a particular accounting practice introduced by van der Tas, to determine if the choice of accounting methods by a sample of Swiss companies became more aligned with a sample of companies from three other countries. The study included a control sample of Swiss companies that did not switch from reporting using local Swiss standards during the same time period, 1988 through 1995. Four accounting practices were included; depreciation, inventory, financial statement cost basis, and consolidation practices. The practices used were compared with a sample of companies from three countries; Japan, the UK, and the US.The results indicated that across the 8-year period, the majority of the I indices comparisons were positive and statistically significant. However, the results did not support that these increases were due primarily to the adoption of IASs.     

Performance in first year university accounting: Quantifying the advantage of secondary school accounting

Considerable research has been conducted into the relation between students' level of previous accounting knowledge and their subsequent performance in first year university-level accounting. This study considers variables for academic performance and previous accounting knowledge in an attempt to quantify the advantage that high school accounting gives students entering tertiary business courses. The results indicate that for students entering tertiary courses with similar academic ability, i.e., obtained the same entrance score, the first year tertiary accounting result obtained by a student who studied accounting previously is between one and two grades higher than that of a student who did not study accounting at high school.     

Real Earnings Management,Institutional Environment,and Future Operating Performance: An International Study

This paper investigates the association between firms' engagement in real activities manipulation (hereafter REM) on future firm performance in an international setting, and whether the association is conditional upon country-level institutional factor. Our inquiry is motivated by a paucity of research on the consequences of REM in an international setting. Using a large sample over the period of 2001 to 2015, we find that current-period REM is positively associated with future performance: a finding that is consistent with Gunny (2010) in the US. Importantly, we find that the positive performance effect is driven by firms operating in countries with strong institutional environments. Finally, we find that future operating performance improves when REM is undertaken by firms in strong institutional environments only during a non-economic crisis period, but not during an economic crisis period. The paper adds to the existing REM literature by showing a non-monotonic effect of REM on future performance that is conditional on the strength of a country's institution. We also contribute to the accounting information and crisis literature by documenting a time-variant effect of REM on future performance.     

Can ethics be taught in accounting?

This paper extends the work of accounting educators and researchers who have sought to develop and implement effective ethics interventions in the accounting curriculum. Its purpose is to assess the influence of ethics interventions, integrated into a one-semester introductory auditing course at both the undergraduate and graduate level, on the moral development and ethical behavior of accounting students. Ethics interventions were based on the review and discussion of ethics cases following a well known pedagogical framework over the first 10 weeks of one academic semester. The effectiveness of these interventions was tested two ways. First, using the Defining Issues Test (DIT) and a pre/post-test research design, the moral development of accounting seniors and graduate students in four separate auditing classes was assessed. Second, students' unethical behavior, defined as excessive “free-riding” on an economic-choice experiment based on the Prisoners' Dilemma, was observed by the researcher. In summary, results of this study show that ethics interventions did not cause accounting students' level of ethical reasoning to develop (increase) and did not curtail students' free-riding behavior. Findings also provide evidence of an association between ethical reasoning and students' economic choices, where students with relatively low and high levels of ethical reasoning were most likely to engage in free-riding. The implications of these findings are discussed in the last section of the paper.     

The relation of student engagement and other admission metrics to Master of Accounting student performance

This paper examines whether the use of student engagement (SE) information as part of the admissions process can help us to predict student academic success in Master of Accounting (MAC) programs. The association of SE, undergraduate grade point average (UGPA), and Graduate Management Admissions Test (GMAT) score to academic performance was tested using 890 MAC students enrolled at a large southern US university between 2004 and 2014. We find that SE is a strong predictor of student success in the MAC program, after controlling for GMAT score and UGPA. The results of this study support the use of SE attributes or characteristics by MAC Admission Committees when determining which students to admit into their programs.     

Preparer versus user introductory sequence: the impact on performance in Intermediate Accounting I

The normal subject matter in the first semester of a traditional introductory accounting course closely parallels the content in Intermediate Accounting I. Because research shows that student performance in college accounting courses is influenced by prerequisite courses, one would expect that those who take a user-approach introductory sequence will not perform as well in later courses. The research reported in this paper compares the performance of students in a traditional Intermediate Accounting I course who took either a preparer-or-user approach introductory sequence. Of the 150 accounting majors in the sample, 53 (97) took a user-approach (preparer-approach) introductory sequence. Of the 97 preparer-approach students, 47 (50) were four-year (transfer) students. The results are consistent with prior research and indicate that SAT scores and student effort are significant for each of the individual tests and for the overall average in course examinations. Gender is not consistent a factor in performance, which also supports prior research. The data indicate that students who took a preparer-approach sequence did not score higher in Intermediate Accounting I and that entry status is not a factor in this performance. This finding leads to the question of whether or not a user-approach would better service those students in our introductory accounting courses who are not accounting majors.     

Accounting measures and international pricing models: Justifying accounting homogeneity

We study the importance of homogeneous accounting data when testing international versions of asset pricing models. Specifically, we focus on a pricing model commonly used by practitioners – the Fama–French three-factor model – which uses accounting information and has traditionally performed poorly at the cross-country level. We show that international versions of the model perform significantly better if the accounting information is homogeneous across firms. We apply the model to a set of firms that follow common accounting standards – the IAS/IFRS – and also to firms that have issued ADRs in the US – and therefore must report following both US GAAP and their own domestic standards. In both cases our results show that the accounting dimension is relevant: the use of homogeneous accounting measures allows for much higher goodness-of-fit of international versions of the three-factor model, at levels similar to those of domestic versions and superior to those of non-homogeneous versions. This suggests that further accounting homogeneity could lead to more accurate pricing and valuation of international assets and to an improvement of the efficiency of international fund allocation.     

Editor's introduction

Prestige distinctions are critical to any understanding of the US academic community. Past rankings of academic departments of accounting, based on a variety of factors including faculty publications, citations and external perceptions, fail to provide a means of assessing relative prestige. This paper proposes that an accounting department's ability to place its doctoral recipients should serve as the pivotal prestige measurement. As such, prestige becomes an ex anteattribute of the stratification system rather than an ex postproductivity metric. An empirical analysis of accounting faculty placements from graduate schools in the US was conducted as a means of ranking US departments of accounting that offer the doctoral degree. The resultant rankings, also evaluated over time and against programme size, provide a unique opportunity to observe a hierarchy of social judgment.     

Accounting Ph.D. program graduates: affiliation performance and publication performance

We examine the affiliation performance and publication performance of 1991–1997 accounting Ph.D. graduates. We define affiliation performance as whether or not an individual is employed at a school with an accounting program ranked by Trieschmann et al. (Academy of Management Journal 43:1130–1141, 2000). We define publication performance in two ways, whether or not the Ph.D. graduate published in at least one of: (1) three premier accounting journals, and (2) a broader set of eight accounting journals. We examine the influence of the institutional status (private versus public) of the graduating institution on both affiliation performance and publication performance. We examine the institutional status both unconditionally and conditionally on four article types published in three premier journals: (1) articles from Ph.D. dissertations, (2) co-authored articles with degree-school faculty, (3) co-authored articles with degree-school Ph.D. students, and (4) co-authored articles with affiliated faculty. We show that accounting graduates of private schools are more likely to be affiliated with higher ranked schools, but they are not more likely to publish in the premier journals or the broader set of eight journals.

Multinational Diversification and Corporate Performance: Evidence from European Firms

We investigate the empirical relationship between accounting based measures of performance and the degree of multinational diversification for a set of European chemical industry firms. We find that for these firms, the degree of multinational diversification is strongly related to superior financial performance. The results hold for each of the three sample years. The findings suggest that multinational firms outperform purely domestic and exporting firms. The results provide strong support for gains from multinational diversification. The results indicate that while greater European unification may have eroded potential benefits of exploiting international capital and product market imperfections, the benefits of firm specific economies of scope and scale as well as managerial and financial synergies are still realised through exports.     

Do students’ perceptions matter? A study of the effect of students’ perceptions on academic performance

Prior accounting education literature documents that students typically associate accounting subjects with negative perceptions, but there are also recent suggestions that the stereotype of the accountant has positive associations. These perceptions of accounting are likely to affect students’ attitudes towards learning and, consequently, influence their performance. We examine the relationship between students’ perceptions and students’ performance. The present study involved undergraduate and graduate students enrolled in management accounting subjects. Our findings indicate that students’ performance is negatively affected by the negative perceptions of accounting that students bring to the subject. Our findings also suggest that positive perceptions of accounting held by students at the end of the semester have a positive impact on students’ performance.