PERCEPTIONS OF EXTERNAL AUDITORS’ INDEPENDENCE: SOME CROSS-CULTURAL EVIDENCE

The objective of our paper is to contribute to the accounting education literature by demonstrating that there are significant differences among final year undergraduate accounting students in the United Kingdom, Australia, India, and Malaysia with respect to an important concept in auditing, namely, perceptions of external auditors’ independence. To attain this objective, we make an original contribution to accounting cross-cultural studies by operationalizing culture in terms ofindependent and interdependent construals of selfhood. These fundamental core cultural differences are important because they play a major role in regulating psychological processes including perceptions. Additionally, to gain insight into the evolving complexities associated with understanding culture in a global economy, the concept of acculturation is invoked in hypothesis formulation. We find support for the hypothesis that students from countries with greater political, economic and socio–cultural interactions (UK and Australia) are likely to have greater similarities (i.e., lesser variations) in their perceptions of external auditors’ independence, compared to students from countries that have less acculturation (other pairs of countries). The results have implications for improving learning and teaching of auditing in the four countries. Specifically, accounting educators may like to ensure that the meaning intended in the various national and international auditing pronouncements with respect to external auditors’ independence is effectively communicated to students within specific national cultural contexts. Our findings may also be useful to various international bodies whose objectives are to harmonize auditor education. The results also suggest that there is a need to critically question the assumptions made by professional accounting firms operating cross-nationally that it is possible to attain a single global set of audit procedures and codes of professional conduct.     

Linking foresight and sustainability: An integral approach

This paper looks at the growing confluence between sustainability thinking and futures thinking. Drawing on developments based on Integral Theory, it then looks at how an emerging Integral Sustainability (IS) promises to enhance theory and practice in the sustainability field. In particular, the paper looks at how IS makes sense of sustainability challenges from an ontological position based on perspectives in place of objects (and their systems). A framework is outlined for understanding how various sustainability perspectives are constructed. This framework is then used to analyse a range of general perspectives the authors have identified that relate to nuclear power as a response to climate change. The strength of the IS approach is considered in the context of ongoing debate in Australia over the appropriateness of developing a local nuclear power industry as a response to climate change.     

Sustainability accounting—a brief history and conceptual framework

Research linking accounting to the emerging concept of sustainability surfaced in the early 1990s and has received continuing attention in academic and professional accounting literature. This paper tracks this brief history through to the release of the Sustainability Reporting Guidelines at the World Summit on Sustainable Development in August 2002, consolidating the various approaches into a sustainability accounting framework. The result is a comprehensive reporting model that presents an enormous challenge to business organisations, requiring a significant commitment of resources to achieve widespread implementation. Failure to meet this challenge enables business organisations to continue to avoid accountability for their continuing unsustainability. The paper concludes with a personal view as to how implementation of the sustainability accounting framework could proceed.     

Choices in the face of uncertainty: the international futures (IFs) model

The International Futures (IFs) modeling project has roots in both the world modeling projects of the 1970s (including the early Club of Rome models) and the GLOBUS modeling project of the 1980s. It has, however, added extensive capabilities for helping students and analysts think about choices in the face of uncertainty. The third edition of the International futures book and computer simulation have extended the analysis horizon and enhanced analysis potential, with particular focus in two areas: (1) the possible transition towards sustainability in the twenty-first century and (2) sociopolitical change within countries and in the global system. IFs is evolving from a global model to a ‘global modeling system’ that allows analysis of data and analytical relationships across a country-level database. This article reviews the evolution of IFs and the current model. It concludes by discussing challenging issues in the contemporary world that may be explored by students of the future using the IFs model.     

Transdisciplinarity in the class room? Simulating the co-production of sustainability knowledge

Despite its many advantages, teaching transdisciplinary is a costly enterprise. Transferring diverse theoretical, methodological, and practical skills may require several teaching staff; developing meaningful stakeholder interaction is time-intensive; and managing the research process demands significant efforts in logistics and coordination. This article seeks to make two distinct contributions. Conceptually, it introduces a framework for distinguishing between soft, inclusive, reflexive, and hard transdisciplinarity, based on the notion that there are diminishing returns to all features of the practice. Empirically, it examines a classroom simulation – the Sustainable Development Indicator Exercise (SDIE) – as an example of soft transdisciplinarity. In the SDIE interdisciplinary student groups play the role of policy advisers. Building on a concrete transdisciplinary research project, they explore their understanding of sustainability, develop a multi-criteria decision making method for assessing sustainability criteria and indicators, elaborate and present their results, and reflect on their experience. All aspects of the exercise follow the logic of role playing: organizing group interaction, distributing responsibilities, interacting with their political principal, presenting their findings, and evaluating their progress. Experience from the simulation reveals insights into ways students address and express concerns with objectivity, transparency, deliberation, and balancing sustainability; it also points to ways for moving beyond soft transdisciplinarity.     

An Honorable Harvest: Universal Owners Must Take Responsibility for Their Portfolios

Despite a maturing industry of ESG professionals and coordinated efforts by shareholders calling for more responsible corporate behavior, we continue to see unabated climate and water crises, growing political instability, and continuing abuses of human rights in supply chains. The founder of a movement called The Shareholder Commons argues that to help business to address these systemic challenges, corporate responsibility must move beyond the company‐by‐company decision‐making model. An economy based on market competition cannot rely on individual businesses to adopt basic sustainability rules that take priority over profit. Critical sustainability boundaries must be implemented collectively to be effective. The crux of the problem is that although shareholder returns derive mainly from efficiency and productivity gains, they can also result from careless exploitation of common resources or powerless workers. And the competition for margin and capital makes it difficult for companies to recognize, let alone forgo, profitable exploitation. A sustainable economy demands that we help companies to distinguish between honorable and dishonorable profits, and to find ways to eliminate or offset the latter. The author holds out a model of capitalism that limits the availability of choices that exploit negative externalities and inequality while preserving the principles and practices that create value and a reasonable sharing of gains among all stakeholders. Universal owners—long‐term diversified investors—appear to be in the best position to formulate and enforce such a model, given the current design and practices of our capital markets. Such global investors have the incentive and power to engage in the collective decision‐making necessary for a sustainable economy. The power exerted by institutional investors through their allocation and stewardship of equity capital can be used to insist on more sustainable business practices. Because they are diversified across thousands of companies, universal owners can bypass the competitive bottleneck for margin and capital that holds sustainability back at the company level. These large investors can work together to establish authentic sustainability boundaries for the companies they invest in; and by so doing, they can allow us to leverage all the good work done to date on disclosure and ESG integration, and so realize a world in which companies continue to compete for profits, but also for a truly honorable harvest.     

美元本位制的问题及其可持续性

当前的国际货币体系本质上是美元本位制。美元本位制在促进全球经济增长的同时引发了全球经济失衡、全球流动性过剩以及全球金融动荡等问题。这些问题能否得到彻底解决在很大程度上取决于美元本位制是否可持续。本文分析了美元本位制与全球经济问题之间的内在联系,认为美元本位制在短期内仍会持续,但在长期内将面临越来越严峻的挑战进而难以为继。     

Declaraciones institucionales y percepciones individuales sobre la sustentabilidad en escuelas de negocios mexicanas

The objective of this paper is to analyze how business schools of Mexican universities deal with the concept of sustainability as part of their educational task. In order to achieve a comprehensive vision, this study considers the environmental, the social, and the economic components of sustainability. After discussing the conceptual dimensions of education for sustainability, the empirical part of the paper consists of two sections: a content analysis of how official university documents handle the concept of sustainability and a survey of professors’ and students’ perceptions of sustainability. The analysis shows that both professors and students in the Management and Accounting disciplines need to extend their understanding about the economic and environmental aspects of sustainability. The results of this study provide information that can guide the efforts made by institutions of higher learning for training their professors and offering a comprehensive education for their students in all three components of sustainability.     

A Business Communication Module for an MBA Managerial Accounting Course: A Teaching Note

Abstract

This Teaching Note describes a two-hour-and-40-minute Business Communication module developed and used by the author over the past six years in an MBA Managerial Accounting course at a university in the USA. The module has two modest but important goals: to sensitize graduate accounting students to the importance of communication skills for professional success; and to provide students with a set of writing-improvement resources. The students' component of the module consists of a set of five readings and two learning resources. For teachers, a comprehensive set of PowerPoint slides is available from the author. The module is flexible in two respects: it can be used in graduate-level accounting courses other than Managerial Accounting; and a reduced version of in-class presentation time is possible by using only a sub-set of the PowerPoint slides, based on teacher preferences. Student responses to the module have been consistently positive and have supported continued use of the module into the future.     

Helping Disadvantaged Students: Findings from the Thuthuka Programme

Abstract

Drawing on social closure theory, this study achieved a deep understanding of the perceptions and experiences of the first cohort of candidates passing through the Thuthuka support programme. Using semi-structured interviews as part of a qualitative approach, currently prevalent modes of professional closure were considered by taking the backgrounds of these students into account, together with their perceptions of the accounting profession. Their views on whether the Thuthuka programme as an intervention had been successful in removing post-apartheid professional closure were determined by taking into account the Thuthuka students’ readiness to sit for professional examinations and to enter the workplace. The findings of the study suggest features that could be considered in support programmes intended for socio-economically disadvantaged students to facilitate their entry into a restrictive and restricted market.     

Executives’ professional ties along the supply chain: The impact on partnership sustainability and firm risk

This paper investigates the effect of management-level professional ties between suppliers and customers on the sustainability of business partnerships. We find that the presence of cross-firm professional ties between directors and senior executives along the supply chain significantly reduces the probability of relationship termination around customers’ industry negative shocks and during financial crises. The results are robust using professional-tie strength as an alternative measure. Exploring contingency effects, we find that, for suppliers who lack R&D, face high competition, are smaller in size, or are less important to customers in terms of sales, such professional ties are more helpful in sustaining such relationships. Furthermore, we find that professional ties also significantly reduce firm risk during periods of market turbulence. Taken together, our results suggest that professional ties along the supply chain can facilitate information flow and build mutual trust, which can lead to healthy long-term relationships and can help firms survive economic and industry downturns.     

The first fifteen years: a personal view of the early history of the WFSF (1967-1982)

This article is based on a personal account on the early history of the WFSF. The author emphasizes that this organization was in many ways more a social movement than a professional organization, since it functioned as a critique of the emerging future think tanks, which were so closely linked to established powers. Moreover, from its beginning, the Federation attempted to be a real global organization and not only an affair of the so called developed world. It succeeded in having conferences in all continents.In that early period the Federation had given explicit support to individuals and institutions in the communist countries of Central/Eastern Europe, where future research institutions were to some extent ‘havens in a heartless world’. The Federation has also promoted international courses in future studies for graduate students, especially in Dubrovnik. Many of the participants later on became active (board) members of the WFSF. Finally, in those days the Federation promoted a number of research projects on the study of the future, producing an impressive number of books and journals. In short, the WFSF is a club to be proud of.     

It's time for management version 2.0: Six forces redefining the future of modern management

The body of knowledge known as “management” has evolved incrementally over the past 100 years through a variety of innovators, including: Frederick Taylor, Max Weber, Mary Parker Follett, Chester Barnard, William Ouchi and Tom Peters. While the miracle of management - its structures, processes and techniques - has provided humankind with quantum advances in standard of living, there is an emerging theme in the literature to suggest that “Management 1.0″ founded within the industrial age paradigm has reached the limits of its relevance. This paper proposes that it is time to consider a new conceptualization - “Management 2.0″ - based on the global, information age paradigm in which modern businesses compete. This paper examines six forces which are currently redefining the future of management, as follows: the virtualization of work, the rise of open-source work practices, the decline of organizational hierarchy, the transcendence of Generation Y values, the tumult of global markets and the imperative of business sustainability. An organizational case study is provided in response to each force as an exemplar of modern management evolution. Scenarios for the future of the workplace are proposed. Implications for the future of management are discussed.     

Practical bioregionalism: A philosophy for a sustainable future and a hypothetical transition strategy for Armidale, New South Wales, Australia

To reorientate society towards sustainability, a clear vision based on a coherent philosophy is needed to act as a compass point. This research describes one possible ‘eco-utopian’ approach, and uses it to develop a hypothetical set of transition strategies aimed at the transformation of an Australian regional community. The vision combines bioregional principles with ecological modernisation theory to present a model of a small-scale society that is socially and ecologically responsive. In this model, communities are organised primarily around naturally defined regions, but are outward looking and globally engaged. Political decision-making is democratic, participatory and collaborative. An ethos rooted in the notion of a global civil society provides vision and desirable levels of accountability. Production and consumption are local, cooperative and use natural resources efficiently. Existing social and political trends suggest that the bioregional model developed in this paper is both pragmatic and possible. A hypothetical case-study approach is used to illustrate how such ‘practical bioregionalism’ may be successfully adopted. An initial 25-year plan, with five desired outcomes, is outlined for the Armidale Plateau region of New South Wales, Australia. Key strategies include use of Local Agenda 21 processes, the development of a bioregional strategic plan and partial economic localisation. Implementation requires active participation of the community, including government and business actors. It is argued that the proposed transition strategy is also of direct relevance to achieving sustainability goals in larger urban areas and the global South.     

How do Professional Financial Services Firms Understand their Skill Needs and Organise their Recruitment Practices?

Abstract

The recruitment practices of professional financial service firms are informed by hegemonic cultural norms embedded in global and national institutions. There is a propensity, particularly in the financial services, to employ ‘people like us’ [Erel, U. (2010). Migrating cultural capital: Bourdieu in migration studies. Sociology, 44(4), 642–660. doi:10.1177/0038038510369363], which, it is argued, has constrained the employment outcomes of skilled migrants. Using the concept of cultural fit, this paper draws on interviews with representatives of accounting firms in Australia to understand the criteria for recruiting in a highly commercialised and globalised professional labour market. The results demonstrate that client-focused firms place an emphasis on cultural fit in the recruitment process. It is concluded that a lack of cultural capital by migrants means that their efforts to infiltrate the professional accounting labour market in Australia are limited. Furthermore, from an education perspective, the skill set taught in the accounting curriculum is increasingly geared to meet the recruitment strategies of professional service firms.     

Performance of Foreign and Global Mutual Funds: The Role of Security Selection,Region‐Shifting,and Style‐Shifting Abilities

We examine the performance of U.S.‐based foreign and global funds after controlling for their regional and style exposure. We show that, on average, the total performance (TP) and security selection abilities of both foreign and global funds are significantly negative and exhibit short‐term predictability. Additionally, R² reflects funds’ security selection abilities, consistent with previous findings for domestic mutual funds. Investors can earn higher abnormal returns and TP in the short run by purchasing past winners with low R² than by purchasing past losers with high R². However, there is no evidence of predictability in the funds' region‐shifting and style‐shifting abilities.     

Bridging the education–profession gap: The Accounting Student–Practitioner Day (ASPD) program

This paper provides a detailed discussion of an annual (and cost-effective) professional-development event we call the Accounting Student–Practitioner Day (ASPD). This program brings together, for a single day, students, accounting faculty, and accounting professionals in a conference-like setting. The conference format provides a unique, and formal, link between the classroom environment and the professional world students will be entering. The program is attended by accounting and non-accounting students from our university, senior students from area high schools, and undergraduate students from other universities in the area. Specific objectives of the program are to help students learn what it takes to become an accounting professional, to provide students with information that facilitates their career-choice decision, and to encourage networking and community-building activities. Assessment data indicate that the ASPD program is successful in terms of its stated objectives. The relatively low cost of operating the program makes it attractive for other accounting programs. The paper includes a set of recommendations for those faculty interested in implementing an ASPD program at their own institution.     

The effectiveness of interactive professional learning experiences as a pedagogical tool: Evidence from an audit setting

This paper describes an interactive professional learning experience (IPLE) and provides guidance for implementing an IPLE in an audit classroom. The IPLE described in this paper exposes students to a realistic practice environment within the classroom by bringing practitioners together with students in a professional supervisory setting. Practitioners review students’ work and then meet with students one-on-one to provide feedback on their work. We also document evidence of the pedagogical value of an IPLE by using a between-subjects experimental design in which learning outcomes for participants are compared to a control group that received the same instructions and completed the same written assignment, but did not participate in the professional interaction. In addition, pre- and posttests of students’ audit knowledge allowed for a within-subjects self-assessment of knowledge acquisition. The results strongly suggest that participation in the IPLE improves students’ performance on a skills test of relevant audit material and increases their self-perceptions of knowledge gained. In addition, results indicate that both students and audit professionals consider the IPLE a positive professional learning experience.     

A Framework of Best Practice of Continuing Professional Development for the Accounting Profession

Abstract

The International Accounting Education Standards Board (IAESB) places a strong emphasis on individual professionals taking responsibility for their Continuing Professional Development (CPD). On the other hand, the roles performed by professional accountants have evolved out of practical necessity to ‘best’ suit the diverse needs of business in a global economy. This diversity has meant that professional accountants are seen in highly specialised roles requiring diverse skill sets. In order to enhance the contribution of the accountant as a knowledge professional for business, it follows that CPD that leverages off an individual's experience should be designed to meet the needs of professionals across the different specialised roles within the profession. In doing so the project identifies how CPD should differ across roles and levels of organisational responsibility for accounting professionals. The study also makes a number of policy recommendations to IAESB and IFAC.     

Sustainability + Accounting Education: The Elephant in the Classroom

Despite the growing importance of sustainability and the sustainable development agenda, and despite the growing presence of papers recognising the critical interaction between sustainability and accounting and finance (and, indeed, with all social science), there has been a relatively muted response apparent within the accounting education literature itself. This relative lack of literature may well be unexpected but what is not unexpected is the difficulty that accounting and finance teachers have in developing such demanding new ideas with accounting and finance students in the classroom. Without in any sense gainsaying the considerable impediments to innovation, this explicitly polemical essay seeks to address a more fundamental difficulty: that of the way in which sustainability is approached and represented in both the literature and the classroom itself. The contention is that, unless sustainability is ‘keeping you awake at night’, you do not understand it. The paper seeks to support this contention and then offers an example of one undergraduate course that is explicitly designed to stop students sleeping peacefully.