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.     

The association between performance appraisal systems,work‐related attitudes and academic performance

This study examines the association between Brown et al.’s (2010) four dimensions of the quality of the performance appraisal system (the clarity, communication, fairness and trust) with the work‐related attitudes [job‐related stress, employee organisational commitment (EOC) and propensity to remain] of Australian accounting academics. Furthermore, the study examines the influence of such work‐related attitudes on academic performance in respect to research, teaching and community service. Data were collected from a mail survey distributed to accounting academics within Australian universities. The results indicate that all four dimensions of the quality of the performance appraisal system were associated with work‐related attitudes. Specifically, communication, fairness and clarity were positively associated with the level of EOC, trust was negatively associated with job‐related stress and fairness was positively associated with the propensity to remain. With respect to the effect on academic performance, job‐related stress was found to be negatively associated with research performance, while the level of EOC was positively associated with both teaching and community service. The findings highlight the importance of improving the quality of performance appraisal systems within the Australian higher education sector.     

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.     

Why are first‐year accounting studies inclusive?

This study is motivated by the increasing diversity among first‐year accounting students and the increasing number of first‐year accounting students whose majors are not in accounting related areas in UK universities. The main contribution of this study is that it uses student data over four consecutive academic years from a first‐year accounting course at a UK university to provide empirical evidence in support of the theoretical framework proposed by Rankin et al. (2003). Our results show the effects of metacognitive knowledge and content knowledge on academic performance as well as highlighting the inclusiveness of the first‐year accounting course. For instance, regardless of the choices of secondary subjects, students who have good prior academic achievement are the best performers on the first‐year accounting course. The influence of content knowledge on academic performance is strongly felt when the assessments of the course changed from a 100 per cent final exam to a combination of mid‐term coursework and a final exam. The results suggest that well‐designed mid‐term coursework is academically beneficial to accounting students, especially non‐native English‐speaking students.     

Risk-taking in the academic dual-hiring process: how risk shapes later work experiences

This article examines risk-taking in the job search process and whether women and men who are part of a dual-career couple experience different work-related consequences for taking such risks. Specifically, we explore how the decision to reveal dual-career status in the academic job search process impacts faculty members’ later promotions, productivity, pay, mobility, and career-related goals. We draw on a sample of roughly 230 faculty in seven US universities who were part of a dual-career couple at their time of hire. We find that risk-taking during the job search impacts some career outcomes, and does so similarly for women and men. Members of a dual-career couple who took the risk of revealing their dual-career status before a job offer reported significantly more positive career experiences related to promotion and productivity than those who did not reveal their status during the job search. Only the salary outcome was negatively related to revealing dual-career status in the job search process. Because of the nature of academic hiring, revealing a risky status during the job search process may ameliorate barriers to employment. Our study has important implications for research and the development of academic dual-career policies that make dual-career hiring more transparent.     

Drivers of Shareholder Returns in Tech Industries (or How to Make Sense of Amazon's Market Value)

Earnings according to GAAP do a notoriously poor job of explaining the current values of the most successful high‐tech companies, which in recent years have experienced remarkable growth in revenues and market capitalizations. But if GAAP earnings fail to account for the values of such companies, are there other measures that do better? The authors address this question in two main ways. They begin by summarizing the findings of their recent study of both the operating and the stock‐market performance of 169 publicly traded tech companies (with market caps of at least $1 billion). The aim of the study was to identify which of the many indicators of corporate operating performance—including growth in revenues, EBITDA margins, and returns on equity—have had the strongest correlation with shareholder returns over a relatively long period of time. The study's main conclusion is that investors appear to be looking for signs of neither growth nor efficiency in using capital alone, but for an optimal mix or balancing of those goals. And that mix, as the study also suggests, is captured in a cash‐flow‐based variant of “residual income” the authors call “residual cash earnings,” or RCE. In the second part of their article, the authors show how and why RCE does a much better job than reported net income or EPS of explaining the current market value of Amazon.com , one of the best‐performing tech companies in the world. Mainly by treating R&D spending as an investment of capital rather than an expense, RCE reveals the value of a company that is distinguished by both the amount and the productivity of its ongoing investment—both of which have been obscured by GAAP.     

Measuring moral judgement and the implications of cooperative education and rule-based learning

The Defining Issues Test (DIT), developed by Rest (1986) , measures a person's level of moral development using hypothetical social dilemmas. Although the DIT is useful for measuring moral development in social settings, it might not adequately capture an individual's moral judgement abilities in solving work‐related problems ( Weber, 1990 ; Trevino, 1992 ; Welton et al., 1994 ). In the present study, the moral judgement levels of 97 accounting students were measured over a 1 year period using two separate test instruments, the DIT and a context‐specific instrument developed by Welton et al. (1994) . The test scores are significantly higher on the DIT than the Welton instrument (between the instruments and over time), suggesting that accounting students use higher levels of moral reasoning in resolving hypothetical social dilemmas and lower levels of moral reasoning in resolving context‐specific dilemmas. The difference in test scores was highest during cooperative education (work placement programme), implying that the environment is a significant determinant on students’ test scores.     

An exploration of student failure on an undergraduate accounting programme of study

Academic failure creates financial and emotional issues for students, with associated resource and performance implications for higher education institutions. The literature reveals that much of the work on student performance is quantitative, restricting understanding of the deeper feelings and perceptions of students towards their studies. This paper explores undergraduate student performance from an experiential perspective, recognising the complexity and subjectivity of academic performance. Findings appear to highlight: the negative focus of reasoning underlying the choice of study; the impact of affect; the importance of the role of the tutor; the tutor expectations gap; levels of control and personal responsibility for learning; and patterns of participation as possible significant and important factors in understanding academic performance. Finally, the implications of the findings are discussed and further research outlined in terms of developing a predictive model that could offer early identification of students who are susceptible to academic failure and establishing appropriate, proactive support strategies for such students.     

Validation of factors relevant to the exemption of accounting courses in MBA programs

Most MBA programs allow students to exempt required core courses like accounting. The exemption decision usually depends on prior accounting course work taken. This study analyzes the performance of students with prior accounting backgrounds in a MBA core course in accounting in order to identify and validate factors that could be used in an exemption policy. Fourteen factors related to aptitude, prior academic performance, prior accounting experience, and work experience were correlated with academic performance. A reduced set of five variables was then included in a step-wise regression. Prior accounting course work, quantitative GMAT score, and grade point average in undergraduate accounting courses emerged as factors that significantly impact grade performance. A set of logit models containing these three factors classified each student by course grade. The three-factor model significantly improved the classification accuracy of students when compared to simplistic models using solely undergraduate accounting course work.     

The Performance of Hedge Fund Strategies and the Asymmetry of Return Distributions

We present hedge fund performance estimates that adjust for stale prices, Fama‐French risk factors and skewness. We contrast these new performance estimates with traditional performance measures. Using three‐factor models to adjust for staleness in prices and to incorporate Fama‐French factors along with the Harvey‐Siddique (2000) two‐factor model that incorporates skewness, we find that for the period 1990–2003, all hedge fund categories achieve above average performance when measured against an aggregate market index. More significantly, however, when we estimate performance at the individual hedge fund level, we discover that only 40 to 47% of the funds are shown to achieve an above average performance over that time period depending on the model used. These results have important implications for investors, endowments and pensions when they choose hedge fund managers.     

Halifax Henna: The Art of Manageable Growth*

This case explores the dilemma many young women face when they begin a family: juggling a full‐time job as a young Chartered Professional Accountant (CPA) with a government job, continuing to grow a small business as a henna artist, and caring for a new baby. Even before the arrival of the first child, the combination of continuing to do both jobs was not sustainable. The case provides information to enable students to assess the financial health of a small business and provides a recommendation to the owner. In addition, information regarding paying childcare costs while continuing with a government job provides a realistic comparison for students. Often students jump to the money, which is currently in her accounting job, and forget that passion, dreams, and objectives for work–life balance, although earning less at the moment due to the part‐time nature, may be the best way forward.     

Optimal job design in the presence of implicit contracts

We characterize the optimal job design in a multitasking environment when the firms use implicit contracts (i.e., bonus payments). Two natural forms of job design are compared: (i) individual assignment, where each agent is assigned to a particular job and (ii) team assignment, where a group of agents share responsibility for a job and are jointly accountable for its outcome. Team assignment mitigates the multitasking problem but may weaken the implicit contracts. The optimal job design follows a cutoff rule where only the firms with high reputation concerns opt for team assignment. However, the cutoff rule need not hold if the firm can combine implicit incentives with explicit pay‐per‐performance contracts.     

Job offers of multi-national accounting firms: the effects of emotional intelligence,extra-curricular activities,and academic performance

This study investigates the effects of academic performance, extracurricular activities (ECA) and emotional intelligence (EI) of potential accounting-major graduates on the outcomes of their respective interviewing activities and the number of final job offers given by the multinational Big 5 public accounting firms. The following outcomes are identified: (a) the number of initial job interviews is affected by both a graduate's academic performance and level of participation in ECA; (b) the number of subsequent job interviews is affected by both the number of initial job interviews as well as the level of a graduate's EI; (c) the number of final job offers is affected by the graduate's level of EI and both the number of initial and subsequent job interviews. The results indicate the relevance of EI in the job search process and will also be useful for accounting educators to plan their curricula more effectively to enhance the job placement of their graduates with the Big 5 firms.     

Accounting Students’ Planning,Writing, and Performance on a Time‐Constrained Case Analysis: Effects of Self‐Talk and Prior Achievement

When writing a case analysis, most students first allocate time to plan the content and structure of their response, and then proceed to write with differing degrees of urgency, the outcomes of which are case responses of differing quality. This study examines the extent to which planning time influences writing urgency and, ultimately, the quality of case responses in a time‐constrained setting. It also investigates whether these behaviors and outcomes depend on students’ frame of mind, by experimentally inducing differing types of pre‐examination self‐talk. Analyses show that planning time was negatively associated with writing urgency; students who spent more time planning subsequently wrote with less urgency. Writing urgency was positively associated with case response quality and, after controlling for differences in writing urgency, planning time was positively associated with response quality. Results indicate that different planning and writing behaviors can be induced by different forms of self‐talk prior to the writing task. Relative to interrogative self‐talk (“Will I …?”), exclamatory self‐talk (“I will …!”) caused higher‐achieving students to spend more time planning, but then write with less urgency and subsequently produce lower‐quality case responses. Conversely, after engaging in exclamatory rather than interrogative self‐talk, lower‐achieving students spent less time planning but then wrote with greater urgency and produced higher‐quality responses. These results indicate that (i) planning significantly affects writing and performance, (ii) students can influence their own planning behavior through pre‐task self‐talk, but (iii) pre‐task self‐talk can be beneficial or detrimental depending on students’ prior achievement.     

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.     

Exposure to PAHs of workers on contaminated sites: a modelling approach to assess the occupational contribution – the SOLEX study

The SOLEX study sought to assess the occupational contribution to PAHs exposure among employees working on former gasworks sites. Four categories of volunteers were selected according to their job profile: office, mixed, outdoor, and remediation (workers close to a soil desorber); during each of the two study periods (November 1997 and June 1998) a reference group was also recruited. Personal exposure was estimated by 1‐HOP measurements in urine samples taken before and after the shift each day of the study week. All participants completed a questionnaire describing their PAH exposure from sources other than job‐related. Each exposure job category is described by the median of the individual medians of 1‐HOP concentrations across all subjects in the group. Multiple linear regression models assessed the association between 1‐HOP urine concentrations and the occupational and general environmental exposure variables. The statistical models' fit were good (R ²?=?0.87 in November 1997 and 0.75 in June 1998). Belonging to the outdoor and desorber job categories and smoking were the key exposure predictors for both periods. Physical activity while at work, and commuting time (using an automobile) were also predictive variables in November 1997. Compared to the reference group, working outdoors and near the soil desorber represented 70–99% of the total PAHs exposure among non‐smokers, and 54–97.6% among smokers. A measurable excess of PAH exposure was observed only among employees directly involved in the soil remediation process; soil pollution was responsible for nearly all the exposure of these subjects, smoking representing a smaller fraction.     

Inside the “Black Box” of Sell‐Side Financial Analysts

Our objective is to penetrate the “black box” of sell‐side financial analysts by providing new insights into the inputs analysts use and the incentives they face. We survey 365 analysts and conduct 18 follow‐up interviews covering a wide range of topics, including the inputs to analysts’ earnings forecasts and stock recommendations, the value of their industry knowledge, the determinants of their compensation, the career benefits of Institutional Investor All‐Star status, and the factors they consider indicative of high‐quality earnings. One important finding is that private communication with management is a more useful input to analysts’ earnings forecasts and stock recommendations than their own primary research, recent earnings performance, and recent 10‐K and 10‐Q reports. Another notable finding is that issuing earnings forecasts and stock recommendations that are well below the consensus often leads to an increase in analysts’ credibility with their investing clients. We conduct cross‐sectional analyses that highlight the impact of analyst and brokerage characteristics on analysts’ inputs and incentives. Our findings are relevant to investors, managers, analysts, and academic researchers.     

Corporate Governance and Expected Stock Returns: Evidence from Germany

Recent empirical work shows evidence for higher valuation of firms in countries with a better legal environment. We investigate whether differences in the quality of firm‐level corporate governance also help to explain firm performance in a cross‐section of companies within a single jurisdiction. Constructing a broad corporate governance rating (CGR) for German public firms, we document a positive relationship between governance practices and firm valuation. There is also evidence that expected stock returns are negatively correlated with firm‐level corporate governance, if dividend yields are used as proxies for the cost of capital. An investment strategy that bought high‐CGR firms and shorted low‐CGR firms earned abnormal returns of around 12% on an annual basis during the sample period.