CPA licensure without examination: Legitimation and resistance

A 2001 law converted Minnesota's licensed public accountants (LPAs) to certified public accountants (CPAs). LPAs were individuals licensed to practice public accounting, including attestation, without having passed the CPA examination. Following the conversion, a fierce resistance arose from a small segment of Minnesota's CPA community. This paper used institutional theory to analyze the legitimation strategies and actions of the institutional agents as well as the resistance.The history and institutionalization of the CPA examination suggested that its cognitive legitimacy was a significant factor in the resistance. The analysis of the resistance reflected back upon the pragmatic approach taken by the proponents. The case demonstrated the importance of controlling communication resources in building legitimacy. Finally, it considered how the diversity of interests in a segmented professional association shaped legitimation and resistance.     

Enhancing Students' Enabling Competencies: Student Perspectives and Recommendations for Educators*

Employers continue to express concern that accounting graduates lack the necessary competencies when they enter the workplace. These concerns have been addressed in part by periodic revisions to Chartered Professional Accountants of Canada's (CPA Canada) CPA Competency Map, which is used to define competencies for entry into the profession. The CPA Competency Map has recently been revised to include a new set of enabling competencies (often called generic or soft skills). However, the accounting literature highlights a concern that time and resources spent on the expanding set of enabling competencies could take valuable resources away from teaching technical accounting skills. In addition, the education literature indicates that student motivation plays a key role in learning. If students are motivated to learn enabling competencies, then educational efforts could be more efficient and effective. Conversely, a lack of student motivation could reduce student engagement and learning. To address these concerns, we investigated the student's perspective on the importance of enabling competencies as well as on how and where enabling competencies should be learned. We surveyed 380 students enrolled in the CPA Canada Professional Education Program (PEP). We investigated the three new enabling competencies that are most distinct from the previous set of competencies and that may be the most difficult for accounting educators to teach: adaptability and resilience; creativity and innovation; and active listening. We asked students about the importance of these new enabling competencies for their future careers and whether the competencies should be taught in PEP or in the workplace. Our results indicate that students believe that the new enabling competencies are important and should be learned in both the classroom and the workplace. Moreover, student responses to open-ended questions provide educators with suggestions on how to incorporate enabling competencies into the classroom by blending activities that could simultaneously enhance enabling competencies with technical competencies.     

Internal control reporting differences among public and governmental auditors: The case of city and county Circular A-133 audits

We investigate potential differences in audit reporting outcomes between Circular A-133 audits performed by governmental auditors vs. those performed by certified public accounting (CPA) firms. Specifically, we investigate the association between auditor type and the likelihood of auditor-disclosed internal control concerns. We employ a cross-sectional sample of 13,386 single audit reports of US cities and counties during 2004–2006. In contrast to prior literature, the results indicate that in the post-Sarbanes–Oxley environment, CPA firms appear more likely to issue audit reports that identify internal control concerns than are governmental auditors in the context of Circular A-133 audits. The differences are more pronounced for larger CPA firms.     

LINKING COMPREHENSIVE PERFORMANCE ASSESSMENT TO THE BALANCED SCORECARD: EVIDENCE FROM HERTFORDSHIRE COUNTY COUNCIL

Over the course of the last twenty years there has been a growing academic interest in performance management, particularly in respect of the evolution of new techniques and their resulting impact. One important theoretical development has been the emergence of multidimensional performance measurement models that are potentially applicable within the public sector. Empirically, academic researchers are increasingly supporting the use of such models as a way of improving public sector management and the effectiveness of service provision ( Mayston, 1985 ; Pollitt, 1986 ; Bates and Brignall, 1993 ; and Massey, 1999 ). This paper seeks to add to the literature by using both theoretical and empirical evidence to argue that CPA, the external inspection tool used by the Audit Commission to evaluate local authority performance management, is a version of the Balanced Scorecard which, when adapted for internal use, may have beneficial effects. After demonstrating the parallels between the CPA framework and Kaplan and Norton's public sector Balanced Scorecard (BSC), we use a case study of the BSC based performance management system in Hertfordshire County Council to demonstrate the empirical linkages between a local scorecard and CPA. We conclude that CPA is based upon the BSC and has the potential to serve as a springboard for the evolution of local authority performance management systems.     

CPA credential perceptions: a case study of Hispanic accountants

One of the recommendations of The Pathways Commission report was to increase the number of diverse entrants into the accounting profession. While the Commission’s recommendation is commendable, the lack of diversity in the accounting profession is not a new problem. Hence, the accounting profession has attempted to address the underrepresentation of minority Certified Public Accountants (CPAs) for many years. To this end, organizations such as American Institute of CPAs (AICPA), National Association of Black Accountants (NABA), Association of Latino Professionals in Finance and Accounting (ALPFA), and the Ph.D. Project have provided different types of support to alleviate the problem. However, the numbers are still disturbingly low. This is particularly true for Hispanic accountants. Therefore, the purpose of this study was to examine Hispanic accountants’ perception of the CPA credential. While the results indicate that gender, exam affordability, and job incentives are positively associated with the likelihood of being a CPA, the 150-hour requirement was not perceived as a hindrance for certification.     

The core competency framework: a new element in the continuing call for accounting education change in the United States

Professional accounting organizations and academicians in the United States have developed numerous frameworks and reports to address changes in the profession and to provide guidance for accounting educators in the implementation of curriculum change. In 1998, the American Institute of Certified Public Accountants (AICPA) released the Core Competency Framework for Entry into the Accounting Profession as an educational component of its CPA Vision Project. The online resource provides direct assistance to educators around the world in the implementation and assessment of the framework's recommendations. The purpose of this paper and the accompanying matrix, Comparison of US Accounting Education Frameworks with the Core Competencies, is to survey the history of contemporary American accounting education frameworks and compare earlier works with the most recent effort by the profession to recommend and institute accounting education change in the United States.     

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.     

The Certified Public Accounting Profession in China: Its Development and Impact on Financial Control of Business Operations

Accounting reforms leading towards the internationalisation of Chinese accounting practices are being accelerated by the development of the certified public accountants (CPA) system, re-introduced in China in 1980. The impact of the Chinese CPA system on foreign CPAs attempting to enter the Chinese CPA profession points to issues of concern for Western business people as a whole. There is considerable potential for conflict between the traditional independence of the CPA profession in western countries and the Chinese acceptance of control by powerful government agencies.     

Accounting Practices and the Market Valuation of Accounting Numbers: Evidence from Indonesia, Korea, Malaysia, the Philippines, Taiwan, and Thailand

This study examines the relation between stock prices and accounting earnings and book values in six Asian countries: Indonesia, South Korea, Malaysia, the Philippines, Taiwan, and Thailand. The analysis is based on a residual earnings model that expresses the value of the firm in terms of book value and residual income. The model holds for any clean surplus accounting system. However, for finite time horizons, biased accounting may affect model estimates. The six countries examined in this study differ in faithfulness to clean surplus accounting as well as bias (conservatism). The study addresses two questions. First, are there systematic differences across countries in the value relevance of accounting, and are these differences related to accounting differences? Second, are there systematic differences in the incremental and relative information content of book value per share (BVPS) and abnormal (residual) earnings per share (REPS) across the countries, and are such differences related to accounting differences? We find differences across the six countries in the explanatory power of BVPS and REPS for firm values. Explanatory power for Taiwan and Malaysia is relatively low while that for Korea and the Philippines is relatively high. These differences are generally consistent with differences in accounting practice; however, since Korean accounting practice is strongly influenced by tax law, we did not expect the high association for Korea. Second, with respect to the incremental and relative explanatory power of BVPS and REPS, we find BVPS to have high explanatory power in the Philippines and Korea but little in Taiwan. In all six countries REPS has less explanatory power than BVPS in most years. Again, the evidence may be interpreted as suggesting accounting practice affects valuation (with Korea again as the exception). Finally, we provide evidence on the sensitivity of the timing of comparisons of stock prices and accounting values. We find that comparing prices at year-end (even though annual accounting information has not been released at that time), in general, provides the highest correlation between market and accounting numbers.     

Race and the development of career interest in accounting

Data from the AICPA (2009b) show that African–Americans comprise only 1% of CPAs and were only 4% of new hires by CPA firms in academic year 2007–2008. The current study uses social cognitive career theory to examine whether this shortage of diversity may be caused by differences between African–American and Caucasian students in factors that lead to career interest in accounting. Students were surveyed on two key personal variables: self-efficacy and outcome expectations. Results suggest that African–American students are more likely than Caucasian students to perceive accounting as providing outcomes that match their values. However, favorable perceptions may be countered by differences in self-efficacy. African–American students value outcomes provided by accounting, but they may have less confidence, compared to Caucasian students, that they can successfully complete the course of action necessary to enter the profession.     

Triple‐entry accounting with blockchain: How far have we come?

Although double‐entry accounting has been used for more than 600 years, today’s era of disruptive technological change utilising blockchain and FinTech has led to the emergence of another promising accounting method: triple‐entry accounting. This paper explores triple‐entry accounting, from its conception to the current state of play, using three case studies. We find that: (i) in a blockchain ecosystem, for some accounts, business entities will only need to perform a single entry internally and the opposite entry will be recorded in a public shared ledger; and (ii) triple‐entry accounting is a new and a more efficient way to address fundamental trust and transparency issues that plague current accounting systems. Triple‐entry accounting with blockchain, when properly implemented, can fundamentally improve accounting.     

Interpreting the Public Interest: A Survey of Professional Accountants

The accounting profession, like all professions, has a commitment to advance the interests of the general community, as well as those they are contractually bound to serve. Providing services altruistically, at times without compensation, is a salient feature of the public interest ideal. A review of the literature indicates that the profession has abandoned its public interest role so that serving self-interest now appears to have primacy ( Bédard 2001 ; Canning and O'Dwyer 2001 ; Parker 1994 ; Saravanamuthu 2004 ). The aim of this paper is to examine members' interpretation of the public interest ideal and to elicit their perceptions on issues arising from the literature. The results of a survey to members of CPA Australia indicate that members can iterate the formal definition of the public interest, but their application of the public interest in conflict of interest situations is inconsistent with this definition.     

Labor Market Effects of Spatial Licensing Requirements: Evidence from CPA Mobility

We exploit the staggered introduction of CPA Mobility provisions in the United States to study the effects of spatial licensing requirements on the labor market for accounting professionals. Specifically, we examine whether the removal of licensing‐induced geographic barriers affects CPA wages and employment levels, as well as the pricing and quality of professional services. We find that, subsequent to the adoption of CPA Mobility provisions, wages of accounting professionals decrease, whereas employment levels are unaffected. The documented wage effect stems from smaller CPA firms, is more pronounced for CPAs holding senior positions, and persists over time. We also find that service prices decline and that this effect is concentrated in local CPA firms. Moreover, we document that the increased wage and price pressure is not associated with deteriorating service quality. Collectively, our results suggest that the removal of occupational licensing barriers has sizable effects on labor supply and service prices. Our findings inform the current regulatory debate on occupational licensing.     

Social cognitive career theory and the goal of becoming a certified public accountant

A primary goal for professors in academia is to facilitate the career success of their students by providing them with the necessary subject knowledge, skills, experience, and confidence. In this paper, we propose the Social Cognitive Career Theory (SCCT) model as a useful tool to explain how accounting students’ career interests, goals, and intentions are related to their self-efficacy beliefs and outcome expectations. Results showed that the goal to become a certified public accountant (CPA) was significantly and positively correlated with the independent variables of self-efficacy and outcome expectations. These findings are further interpreted and pedagogical recommendations are provided for educators to utilize in their curriculum to enhance students’ accounting self-efficacy and outcome expectations. These recommendations may be used to help boost students’ interests and intentions to major in accounting and pursue a career as a CPA.     

会计师事务所人力资本特征与审计质量——来自中国资本市场的经验证据

人力资本在会计师事务所中具有十分重要的意义。本文利用2009年我国会计师事务所及其非金融类上市公司客户的数据,以操控性应计额度量审计质量,检验会计师事务所中注册会计师所占比重以及注册会计师的学历、年龄、参加行业领军人才培训情况等人力资本特征对审计质量的影响,结果发现,在我国本土事务所中,注册会计师的年龄以及入选行业领军人才培训计划的人数与正向的操控性应计额之间存在显著的负向关系,这表明,会计师事务所中注册会计师的经验丰富程度和对培训的重视程度对于抑制客户的正向盈余管理行为、提高审计质量具有积极作用。文章没有发现会计师事务所中注册会计师的比重以及注册会计师中高学历者所占比重与审计质量之间存在显著关系的证据。     

注册会计师的任期和强制轮换与会计盈余稳健性——来自沪深A股上市公司的经验证据

本文实证检验了注册会计师定期轮换规定对我国上市公司会计报告盈余稳健性的影响。研究发现:签字注册会计师任期对客户公司的会计报告盈余稳健性的影响受到会计师事务所与客户公司经济依存度的作用,在事务所经济重要程度较低的客户公司中,签字会计师任期的延长显著降低会计报告的盈余稳健性;而在事务所经济重要程度较高的客户公司中,任期与会计盈余稳健性的关系则并不明确。同时,上市公司在按照《关于证券期货审计业务签字注册会计师定期轮换的规定》更替签字注册会计师后,会计稳健性并未发生显著变化。这表明尽管注册会计师定期轮换规定的实施在我国是必要的,但其实施规定对上市公司盈余稳健性的提高并不完善。本文建议未来轮换规定可以考虑在事务所轮换层面提供更细致的要求,削弱现有轮换规定下客户公司与事务所长期合作关系。     

Is academic performance a zero-sum game? Exploring the nexus between research and education outcomes of U.S. accounting programs

Academics and the public have long questioned whether research and teaching are symbiotic activities, with each enhancing the other. Revisiting this question for the U.S. accounting discipline, we analyze publication output in top-tier journals and CPA exam pass rates to indicate an accounting department's total research and educational achievement. Examining data for 65 top programs from 1985 to 2016 finds that research productivity and this desired educational outcome are positively, but not significantly, related. This suggests that an accounting department's two major activities do not conflict—but also do not strongly support each other. This result is generally reproduced for different levels of research production. Some variation is observed after the CPA exam changed to its current computerized administration.     

Reputation and commercialism: Did accounting have a golden age? The US audit profession 1929–1990

This paper argues that maintaining the CPA’s reputation, along with a collegial professional environment, were the central goals of the American audit profession through most of the twentieth century. Matthews (2017) and Lee (1995) contend that economic self-interest has always been the profession’s goal. This paper, based on extensive study of primary sources largely unused by accounting historians, argues that the existing record is not consistent with an economic self-interest thesis. Magali Larson argued in The Rise of Professionalism that professionals tend to pursue social status and collegiality over profit seeking. Auditors worked to maintain the quiet, collegial profession that enhanced their self-image as professionals, not businessmen. But this proved to be unsustainable as the American economy expanded and a market-based ethic pervaded American culture and government in the last third of the twentieth century.     

Towards an understanding of excel functional skills needed for a career in public accounting: Perceptions from public accountants and accounting students

Public accounting firms (e.g., Grant Thornton, 2012) are stressing an interest in recruiting accounting students with a proficiency in Excel. The purpose of this study is to investigate which Excel functions are perceived to be important and useful for new hires to understand prior to starting a job in public accounting. We collect survey data from four large public accounting firms as well as undergraduate and graduate accounting students (i.e., potential new hires) to gauge perceptions of Excel importance, knowledge, and usage in public accounting. We find that employees at the firms believe the most important Excel functions are: basic formula, filter and sort data, vertical (horizontal) lookup, formatting of documents, and If/Then statements. In a comparison of new hires at public accounting firms with accounting students, results suggest that accounting students underestimate the importance and usage of some of these Excel functions. In addition, results suggest that new hires’ perceived knowledge on how to use specific Excel functions in their accounting job is statistically different than students’ perceived knowledge on how to use some of the same Excel functions. Our research contributes to educational accounting literature by documenting which Excel functions employers in public accounting want new hires to know prior to starting a job in public accounting. Also, this research informs accounting educators that students’ perceptions are not the same as public accounting employers’ expectations with respect to analytical skills using Excel technology.