Students' beliefs,attitudes and intentions to major in accounting

This study extends the literature that uses the theory of planned behaviour in examining the factors that impact on students' intentions to major in accounting and non-accounting disciplines. A survey of a sample of business students enrolled in an introductory accounting course in a New Zealand University was conducted to gather data about their intended academic majors, and their beliefs and attitudes towards majoring in accounting and non-accounting. The results show that three factors (personal, referents, and control) are determinants of students' intention to major in accounting or other business disciplines. Further analysis revealed that the students' major intentions are influenced by important referents' perceptions. In particular, parents appear to have a stronger influence on students' intentions to major in accounting. Comparisons of differential personal perceptions by accounting and non-accounting majors revealed that accounting majors hold positive perceptions of some of the qualities of the study of accounting and the accounting profession. Significant differences were also found in the control perception between accounting and non-accounting major students.     

Knowledge base and skill development in accounting education: Evidence from China

This paper presents the result of a survey on the required knowledge, skills, and pedagogy for accounting education as perceived by accounting practitioners, educators, and students in China. Respondents generally agreed to a series of knowledge and skills that are important to the training of accounting students, although some variance exists among the respondent groups regarding the perceived importance of those knowledge and skills. The findings also reveal that the respondents were dissatisfied with the present delivery of the needed knowledge and skills. Thus it is contended that accounting education reform in China is not only necessary, but imperative. This study also makes a comparative analysis with similar studies in the US, in terms of commonalities and differences in respondents’ perceptions between the varied economic, technological and cultural environments in China and the US.     

Perceptions of master of accountancy graduates concerning their job search and employment experiences with public accounting firms

The public accounting profession has been calling for a 150-hour education requirement for new entrants to the profession for over two decades. The rationale for increasing the entry-level education requirement is that since the business world is more dynamic and complex than ever before, new professionals need broader knowledge and skills to be able to cope. Graduates of master of accountancy (MSA) programs would appear to be the type of students that public accounting firms are seeking since they often have intellectual breadth gained through undergraduate degrees in areas other than accountancy, current technical competence in accountancy, and frequently have work experience. This paper reports the results of a study undertaken to determine the perceptions of MSA graduates concerning: (1) how recruiters from public accounting firms viewed their non-accounting academic backgrounds and work experience; (2) how well prepared they were for their first jobs in public accounting as compared to traditional undergraduate accounting majors; and (3) any bias they experienced during the hiring process. The results of this study indicate that although a majority of the respondents who desired careers in public accounting were able to secure jobs in the field, they believed it was harder for them to get jobs in public accounting than their peers with just undergraduate degrees. The majority did not feel that public accounting firms viewed their non-accounting academic backgrounds and work experience favorably. Although more than half believed that they were paid more than their peers who held only undergraduate degrees, less than half felt that they were given more responsibility. The results also indicate that older MSA graduates believed that they were subject to age bias during the interview process.     

An empirical study of factors affecting accounting students' career choice in New Zealand

This study examines the influence of intrinsic factors; financial and job-related factors; other factors such as parent and peer influence and work experience; exposure to high school accounting; and the students' perceived benefit-cost ratio to being a chartered accountant, on whether accounting students choose to pursue a chartered accountancy (CA) career or a non-accounting career. Based on a survey of 295 students from five universities in New Zealand, the results show that the students who intend to pursue a CA career place significantly greater importance on financial and job-related factors and perceived benefit-cost ratio than those who choose a non-accounting career. Intrinsic factors, other factors and exposure to high school accounting have no significant influence on the decision whether to select a CA career. A discriminant analysis revealed that financial and jobrelated factors have the highest explanatory power differentiating the two groups, followed by the students' perception of benefits and costs associated with a CA career. The results have important implications for recruitment into the accounting profession in New Zealand.     

Teaching managerial responsibilities for internal controls: Perception gaps between accounting and management professors

An organization needs a proper managerial tone to maintain a sound control environment. However, managers cannot support a control environment they do not understand. This misunderstanding generates a perception gap between corporate managers and auditors concerning internal control responsibilities, which may extend to academia as well. This research examines the perceptions of accounting and management professors concerning the understanding of who is ultimately responsible for establishing and maintaining internal controls over financial reporting and finds a statistically significant difference of opinion between the two groups. A large number of management professors surveyed relegate this role to internal auditors instead of management. These findings indicate management professors may not be fully aware of the responsibilities placed on managers of publicly traded companies for internal controls over financial reporting by the Sarbanes–Oxley (SOX) Act of 2002. The survey also finds a statistically significant difference in the perceptions of accounting and management professors concerning where the topic of internal controls should be taught and who is most qualified to teach internal controls to non-accounting business majors. This disconnect between management and accounting professors could potentially generate a business curriculum that leaves non-accounting business majors with little or no exposure to the roles and responsibilities of managers concerning internal controls over financial reporting. This research highlights the important role of accounting professors to help minimize this disconnect and provides specific recommendations to improve the exposure necessary for non-accounting business majors.     

Computer education: A survey of accounting graduates

In recent years, increased attention has been directed towards the integration of computers into accounting education. A questionnaire was distributed to accounting graduates in order to determine their opinions about the adequacy of computer education and the importance of computer skills to the professional accountant. Graduates, stratified by year of graduation, were selected from a diverse group of universities.Overall, the respondents rated their own preparation low. They felt best prepared in programming skills but least prepared in networking and computer communication skills. In terms of importance, software proficiency was rated highest, with programming skills lowest. With a few exceptions, the analysis of the responses by demographic variables yielded results consistent with the overall analysis. The respondents with less work experience rated their preparation higher than those with more experience, but those with more work experience rated the importance of all computer skills higher.     

Excel in the accounting curriculum: perceptions from accounting professors

Public accounting firms emphasize the importance of accounting graduates being proficient in Excel. Since many accounting graduates often aspire to work in public accounting, a question arises as to whether there should be an emphasis on Excel in accounting education. The purpose of this paper is to specifically look at this issue by examining accounting faculty's perceptions of Excel in public accounting and accounting education. We survey 245 faculty members at over 100 accounting programs. We find that a majority of faculty incorporate Excel in their accounting classes consistent with their perception of Excel importance. However, we find that students are not fully proficient in Excel based on faculty's perceptions. This study contributes to the accounting education literature by identifying possible disconnections between Excel skills faculty include in the accounting curriculum and specific Excel skills faculty believe new hires (i.e. recent accounting graduates) most often use in public accounting.     

Personality preferences of accounting and non-accounting graduates seeking to enter the accounting profession

The aim of this study is to investigate the relative personality preferences of accounting and non-accounting graduates seeking to enter the accounting profession. This study is motivated by the recent changes within the Australian accounting profession to encourage non-accounting graduates to enter the discipline, a key motivation for which is a perceived need to attract a greater diversity of individuals to pursue careers in accounting. Using the personality preferences (as measured using the Myers–Briggs Type Indicator [MBTI]) as an indicator of diversity, the results of this study signify that accounting and non-accounting graduates seeking to enter the accounting profession are likely to share similar personality preferences. The implications of this finding for a range of stakeholders associated with the accounting profession, and for matters such as stereotypical images of accountants, graduate recruitment, and university and professional curriculum development are discussed.     

New Zealand High School Students’ Perception of Accounting: How and Why Those Perceptions Were Formed

Abstract

Attempts to change the negative perceptions high school students have of accounting appear to have been unsuccessful. Using the social psychology theory of stereotyping, this study explains why such attempts have been unsuccessful and proposes intervention strategies. Individual perception data were collected through questionnaires and focus groups with New Zealand high school students, half of whom had studied accounting and the other half who had not. The findings suggest that high school accounting students have a very narrow and specific perception of accounting based on their classroom experience. The non-accounting students, on the other hand, have a very abstract perception of accounting, which is devoid of specificity. Failure to address the issues identified may lead the stereotype to become self-fulfilling and result in the recruitment of future accountants who lack the required skills and capabilities required by the profession.     

An investigation into the development of non-technical skills by undergraduate accounting programmes

Non-technical skills are essential for today’s professional accountant who operates in a dynamic socio-technical environment. Accounting degrees have continued to be criticised for failing to develop these skills to the required level. In the Scottish location of this study, employers have responded by seeking out graduates from non-accounting degrees who they perceive have better developed these skills. The research aims to further the debate on non-technical skill development of accounting graduates, interpreted through a lens of institutional theory. Data was collected via a questionnaire to Big 4 ICAS trainees and subsequent interviews with Scottish academics. Pressure, driven normatively by accreditation, for high-levels of technical content was found to result in accountancy degree providers requiring to make prioritisation decisions regarding the development of non-technical skills. Accountancy degree providers appeared to prioritise interpersonal and communication skills at the detriment of intellectual skills. Un-actioned, this could threaten the institutional legitimacy of accountancy degrees.     

The perceived availability of resources which contribute to accounting faculty productivity

This study collected evidence from administrators and faculty of accounting programs concerning their perceptions of the availability of selected resources that potentially influence faculty productivity. The objective of the analysis was to determine if there were differences in the perceptions of respondents due to their professorial rank, their employing institution (stratified into three institutional groups by highest degree offered) and/or their employment role, that is, administrator versus faculty. The results suggest that faculty perceptions are influenced more by institutional differences than by rank. When faculty were compared to administrators, the evidence indicated that administrators' perceptions of resource availability consistently exceeded that of the faculty groups.     

The first course in accounting: students’ perceptions and their effect on the decision to major in accounting

Little empirical evidence exists regarding students’ perceptions of the first course in accounting and the effect of these perceptions on deciding whether or not to major in accounting. The purpose of this study is to begin examining student perceptions regarding the first accounting course and how those perceptions relate to selection of accounting as a major. The study separately examines initial perceptions and changes in perceptions over the semester for intended accounting and non-accounting majors, and assesses the association of individual accounting instructors with changed student perceptions. We then examine the relationship between perceptual changes, final grades, and individual instructors on decisions to major in accounting. Responses from 331 introductory financial accounting students from two universities indicate that while intended accounting majors perceived the course more favorably than non-accounting majors at the beginning and end of the semester, both groups exhibited relatively positive attitudes toward the course. However, these attitudes were similarly less favorable by the end of the course for both groups. We also found evidence of the important role individual instructors play regarding changing student perceptions and selection of accounting as a major. The analyses for selection of accounting as a major indicate that the decision depended on initially intending to major in accounting, performance in the first course, and individual instructors, but not on changes in perception regarding the first course.     

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.     

Student perceptions on using guided reading questions to motivate student reading in the flipped classroom

Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for non-accounting majors.     

UK intermediate financial accounting courses: a survey

This paper reports the results of a survey carried out in 1991/92 inquiring into intermediate (usually second year) financial accounting courses, taught in UK accounting and/or finance degree programmes. The areas reviewed were: course objectives, syllabus, lecturers' perceptions of syllabus, textbooks used, other teaching aids (including computers), student contact hours, follow-on courses and assessment. The response rate was 79%. The courses tended to be integrated combinations of accounting theory and practice. The growing number of accounting standards did not prove to be a significant problem as most lecturers did not aim for comprehensive coverage. Over half the respondents used computers in teaching their course.     

Academicians' and practitioners' views on the content and importance of the advanced financial accounting course

This study reports the results of a survey of accounting academicians and accounting practitioners in public and private accounting. The purpose of the study was to examine the content and importance of the advanced financial accounting course. The results indicate that most schools require the course for accounting majors and the topics most often covered are consolidations and business combinations, partnership accounting, governmental/nonprofit accounting, and foreign currency accounting. Regarding the respondents' perceptions of what should be covered in this course, academicians indicated that significantly more time should be devoted to consolidations and business combinations while accounting practitioners indicated that a broader range of topics should be covered in the course. Also, academicians are more in agreement with the statement that the advanced financial accounting course is a good indicator of students' analytical skills. The results of this study should be of interest to accounting departments that are reviewing their curricula and individuals teaching advanced financial accounting.     

Variation in sustainability assurance practice: An analysis of accounting versus non-accounting providers

This study explores sustainability assurance (SA) practice as an arena of jurisdictional competition between accounting and non-accounting assurance providers. Prior literature on SA, a non-financial assurance practice, has documented the presence of both accounting and non-accounting firms as two major provider categories, pointing to the possibility of significant variation in practice among them. Unlike most prior studies that rely on the analysis of the content of SA reports, this article draws on an in-depth interview-based investigation of the practice. In particular, by reference to Abbott's theory of professions (1988), we explore efforts by different SA providers to claim their professional practice space. Our findings reveal notable differences in the providers' approaches to SA, both between and within the two key provider groups. We make sense of these differences as a consequence of the inter- and intra-professional competitive dynamics where different categories of providers appeal to and emphasize divergent knowledge bases and distinctive types of expertise as a way to differentiate themselves from competition and legitimize their practice approaches. This study contributes to the extant SA literature by providing a holistic overview of the practice field and an empirically drawn perspective on the nature of practice variation.     

Improving the writing of accounting students: A cooperative venture

Many accounting departments have initiated programs to integrate writing into the accounting curriculum; others have just begun the process. The purpose of this paper is to present the unique features of the writing program used at our university. As with many programs, this one elevates our accounting students' perceptions about the importance of writing, and improves the quality of accounting students' writing within the framework of the kinds of writing accountants actually do on the job. What's different about our approach is (1) a transition workshop, (2) the collaboration of an accounting instructor, a writing consultant, and professional accountants, and (3) a unique way of incorporating peer reviews. After these differences are discussed, a final section of the paper provides recommendations for designing a writing program.     

The development of a questionnaire assessing metacognitive patterns of students majoring in accounting in higher education

This paper reports on the process of developing and pilot testing a new questionnaire—the Metacognitive Pattern Indicator (MPI)—to identify metacognitive patterns of accounting students. Metacognitive patterns are a construct that encompasses meta programmes and other theoretical frameworks, the measurement of which can improve metacognition of students in higher education. The MPI was completed by a pilot sample of 207 accounting and 655 non-accounting students in a UK university. Survey-based student evaluation of the MPI indicated that students found the questionnaire to be easily accessible, confirming it can be completed and the results interpreted without any need for specialist training. Follow-up interviews with 15 students indicate that the MPI increased metacognitive awareness and improved understanding of factors that impact on students' learning. Statistical analysis revealed alpha coefficients greater than 0.7 for seven pattern variables and greater than 0.52 for a further 13 of the 24 variables, confirming that further research is needed to improve reliability. Exploratory factor analysis, based on the more reliable scale items, revealed conceptually logical combinations or ‘profiles’ of patterns. Some interesting statistically significant (P < 0.01) differences were identified between metacognitive pattern scores of accounting students and other groups of students.     

Vocational skills in the accounting professional profile: the Chartered Institute of Management Accountants (CIMA) employers' opinion

The increasingly dynamic environment in which accountants work has necessitated a reorientation of accounting education. In some countries this issue has raised great interest amongst accounting educators and practitioners. The ongoing debate has already resulted in the publication of several statements and research papers that have raised the question of the relevance of the role of vocational skills in accounting education. Examples of these vocational skills are communication skills, interpersonal skills, and problem-solving skills. This paper reports on the importance that the employers of management accountants gave to a specified set of vocational skills and capabilities and the level of ability of these skills exhibited by students. In order to prioritize future developments an integrated analysis of the two attributes, importance and exhibited level, is enabled by the use of strategic mapping. The results of this study suggest that the employers perceive deficiencies in several capabilities that they have identified as being quite important. These deficiencies exist, in the employers' opinion, both prior to recruitment and on professional qualification. The research also indicates that, in the opinion of these employers, the development of these skills should be a central concern for universities and professional bodies. The employers also indicated that vocational skills should be attained in an integrated way.