Academic Dishonesty: An Exploratory Study Examining Whether Insurance Students Are Different From Other College Students

This exploratory study compares academic dishonesty scores for insurance students in one insurance program to those for other college students using survey data from business and nonbusiness students at two universities. Academic dishonesty was measured using a modified version of a scale developed by McCabe and Trevino , with a higher score indicating greater academic dishonesty. The average score on total academic dishonesty was significantly higher for insurance students than for other business students and lower, but not significantly so, than the scores for nonbusiness students. Regression analysis indicates that a significant predictor of academic dishonesty for both insurance students and other business students is the perceived relevance of the work to the student's major coursework. There were some differences, however, in the other significant predictors for insurance students versus other business students. Specifically, year in school was significant only for insurance majors, while membership in a Greek social organization and a belief that there was a low risk of getting caught were significant only for other business majors. Furthermore, the significant predictors of academic dishonesty were different for insurance students and nonbusiness students. Overall, the results indicate that insurance students are more likely to engage in academically dishonest behavior than other business students, and the motivation for academic dishonesty differs for insurance students and other students (both nonbusiness and other business). This suggests a need for insurance educators to address academic dishonesty using an approach that is somewhat different than that used for other students.     

The effect of gender and firm identification on auditor pre-negotiation judgments

This paper extends current auditor negotiation research by considering the effects of two dimensions of auditors' identity that are posited to be relevant to auditors' negotiation: gender and audit firm identification. Women earn over half of college degrees in accounting, and hold more than half of accounting and auditing positions in the US, yet the balance of the gender of partners at audit firms is currently not equal (AICPA, 2017). However, as more women advance into partnership positions in firms, it is increasingly important to have an understanding of how gender affects the behaviors, processes and outcomes of negotiation, and thus the quality of financial statements. The auditor-client negotiation context has features, such as ambiguity and representation of others that can “trigger” the salience of auditors' gender and firm identity. Once salient, these two dimensions of auditors' identity shape auditors' motivational orientation towards negotiations, which, in turn, affects the auditors' negotiation behavior and negotiation outcomes.The study finds that male and female auditors approach the negotiation over audit adjustments differently. Although many negotiation studies find that males negotiate more aggressively than do females, auditor-client negotiation offers a unique setting that has been found to reverse this common trend. We hypothesize and find that female auditors recommend higher audit adjustments than males. However, the level of firm identification moderates female's recommended audit adjustments such that at higher levels of firm identification, the larger audit adjustments recommended by females decrease. This finding is consistent with the growing research on gender differences in auditing and the research on gender and risk tolerance, which find females to be more risk averse, but contrary to much of the negotiation research which shows males as more aggressive and achieving higher negotiated outcomes. In supplemental analysis, we find that our results hold in the senior manager subsample but not in the partner subsample. This result is consistent with theory on gender differences which suggests that the differences will disappear with increased occupational socialization (Smith & Rogers, 2000). Practical implications are discussed.     

Gender differences in the first course in accounting: An achievement goal approach

We examine whether gendered patterns can be observed in first-year students' achievement goals in an introductory accounting course; a question largely overlooked by prior literature. This investigation is motivated by perceptions of accounting as a masculine field involving gender role stereotypes and business schools as competitive and performance-oriented environments. Our findings suggest that male students tend to adopt performance-approach goal, implying that they are more competitive than female students, and that their performance is thus driven by a desire to outperform others. Our findings further suggest that male students' expectations of learning accounting are higher than those of female students. The expectations explain the gender differences in the performance-approach goal. Finally, we find that this performance-approach goal mediates gender differences in course performance depending on the mode of assessment; male students received higher grades for exams but not for teamwork. Overall, our study highlights the importance of considering contextual aspects related to competitiveness, masculinity, and the mode of assessment on an accounting course when addressing students’ achievement goals and expectations of learning accounting. We thus contribute to the understanding of how learning environment, accounting pedagogy, and the broader field of professional accounting intersects with individual student attributes, creating differential learning outcomes.     

A possible explanation of the gender gap among accounting academics: evidence from the choice of research field

Despite the significant increase in the number of women in accounting research over past decades, the percentage of female full professors in accounting is still low. One of the problems may relate to the research area(s) they choose to specialize in. Is the relatively slow promotion of women due to their decision to concentrate in ‘nonmainstream’ fields of research? In this study, we collect data on 1,042 male and female accounting academics. Using the research interests declared on each academic web page, we find that accounting researchers show no significant gender differences in their choice of research fields. Hence, we conclude that the underpromotion of women cannot be attributed to their choice of ‘nonmainstream’ fields.     

Does the Presence of Female Executives Curb Earnings Management? Evidence from Korea

We investigate the role of female executives in curbing earnings management behaviour in Korea, a country known for its strong male‐dominant culture. In a sample of Korean firms from 2002 to 2010, we find that female presence in top management is negatively associated with discretionary accruals, suggesting that gender diversity in senior management deters opportunistic financial reporting even in a highly male‐dominant corporate environment. Further, this association is primarily observed in firms with stronger (weaker) female (male) dominance. This finding is consistent with the idea that female executives can exert more influence on corporate decisions in a more female‐friendly environment. These findings have implications for academics and practitioners seeking to understand the impact of the role of top executive gender diversity in corporate accounting practices.     

Do Female Mutual Fund Managers Manage Differently?

We examine the performance and investment behavior of female fixed‐income mutual fund managers compared with male fixed‐income mutual fund managers. We find that male‐ and female‐managed funds do not differ significantly in terms of performance, risk, and other fund characteristics. Our results suggest that differences in investment behavior often attributed to gender may be related to investment knowledge and wealth constraints. Despite the similarities between male and female managers, we find evidence that gender influences the decision making of mutual fund investors. We find that the net asset flows into funds managed by females are lower than for males, especially for the manager's initial year managing the fund.     

Accounting Undergraduates' Perceptions of Cooperative Learning as a Model for Enhancing their Interpersonal and Communication Skills to Interface Successfully with Professional Accountancy Education and Training

To interface effectively with professional accountancy training, accounting educationalists should ensure that they turn out graduates who possess the interpersonal and communication skills required of today's accountant. Attainment of these skills is promoted by group work. However, little empirical evidence exists to help academics make an informed choice about which form of group learning enhances interpersonal and communication skills. This paper addresses this deficiency by comparing perceptions of skills enhancement between accounting students who experienced traditional or simple group learning and those who undertook cooperative learning. The findings reveal that the cooperative learning cohort perceived their learning experience to be significantly more effective at enhancing interpersonal and communication skills than that of the simple group learning cohort. This study provides evidence that cooperative learning is a more effective model for delivering interpersonal and communication skills than simple group learning, thereby creating a more successful interface between academic accounting and professional accountancy training.     

Desired attributes of public accounting firms in the job selection process: an empirical examination of accounting graduates' perceptions

The purpose of this study is to identify attributes of public accounting firms that accounting graduates find most desirable in their job selection decisions, and the impacts of individual differences on these perceptions. Factor analysis performed on the responses of 167 final-year accounting students in Hong Kong to a 30-item questionnaire identified seven factors. The results indicate that accounting graduates considered help in finishing their professional accounting examinations and good staff relationships as the most important criteria in their choice of employers. In addition, female accounting graduates were more concerned about the possibility of being required to travel or be transferred, but were less concerned about the reputation and profile (such as the client base and the size) of the firms than their male counterparts. Accounting graduates with a higher grade point average (GPA) were less concerned about the working environment, but more concerned about a firms' reputation and profile than those with a lower GPA. The implications of these results are discussed.     

Managerialism and Accountability in Higher Education: the Gendered Nature of Restructuring and the Costs to Academic Service

This paper examines the introduction of New Public Management (NPM) into UK higher education, investigating its effects on the constitution of professional identities and the implications for academic service. Given the gendered nature of university organizations and the pivotal role of women academics in servicing the needs of student customers, the research focuses on the experiences of female academics. The findings, based on interviews carried out in three universities, suggest that the discourses of NPM are promoting a narrow and normalized academic role. Broader definitions of academic service, providing the conditions for learning, creativity and critical reflection are increasingly being superseded. In all three cases a more gendered academic profile is being promoted which, for a range of reasons, women find more difficult to confront. The paper questions the definition of academic efficiency promoted by the new discourses, suggesting that this has negative consequences for both academic service and the profession.     

Mathews,Gynther and Chambers: three pioneering Australian theorists

This paper reviews the professional careers and contributions of three distinguished Australian academics, Russell Mathews, Reg Gynther and Ray Chambers, each of whom died recently. Particular attention is paid to their contributions to the debate on price change accounting, including the exchanges that took place between them on this subject. Price change accounting was a central issue in academic and professional debates of the 1960s and 1970s, when the trio were at the peak of their activity as academics. The paper also records the wide range of their contributions to accounting research, education, standard setting and public policy.     

Constructing an ‘efficient frontier’ of accounting journal quality

This paper reports the construction of an ‘efficient frontier’ of the perceived quality attributes of academic accounting journals. The analysis is based on perception data from two web-based surveys of Australasian and British academics.The research reported here contributes to the existing literature by augmenting the commonly supported single dimension of quality with an additional measure indicating the variation of perceptions of journal quality. The result of combining these factors is depicted diagrammatically in a manner that reflects the risk and return trade-off as conceptualised in the capital market model of an efficient frontier of investment opportunities. This conceptualisation of a ‘market’ for accounting research provides a context in which to highlight the complex issues facing academics in their roles as editors, researchers and authors.The analysis indicates that the perceptions of the so-called ‘elite’ US accounting journals have become unsettled particularly in Australasia, showing high levels of variability in perceived quality, while other traditionally highly ranked journals (ABR, AOS, CAR) have a more ‘efficient’ combination of high-quality ranking and lower dispersion of perceptions. The implications of these results for accounting academics in the context of what is often seen as a market for accounting research are discussed.     

Still flickering at the margins of existence? Publishing patterns and themes in accounting and finance research over the last two decades

This paper reviews the last 24 years of academic accounting in the UK, using survey data collected every 2 years by the British Accounting Association (BAA). Over this period, the number of academic accountants more than doubled, the number of full professors rose from 42 to 247, the proportion of staff with a Ph.D. rose from 9% to 39%, the proportion with a professional qualification fell from 73% to 50%, the proportion of academics with no publications fell and the proportion publishing in refereed journals rose. The analysis of the BAA data produces several other findings. First, the overall level of publications reached a peak in 2000 and declined thereafter. Since 1982–1983 there has been a distinct downward trend in the number of journal articles published each period per head, although from year to year the changes are more uneven. Second, very few UK academics publish in the journals, which are identified (by published ranking surveys) as being top international journals, with the exception of Accounting, Organizations and Society. Third, very few UK academics publish in the set of journals which they themselves rate the most highly in terms of quality and which are published primarily in the US. Fourth, the contribution made by UK academics to the international literature also increased, in terms of volume, up to the year 2000 and declined thereafter. Fifth, there has been a move away from publishing in mainstream accounting journals and professional journals. The paper considers some of the implications of these trends for the future of research, for teaching, for the individual progress of UK accounting academics, for the development of the discipline and for the international competitiveness of UK accounting research.     

Does emotional intelligence matter to academic work performance? Evidence from business faculties in Australia

Using data collected through survey questionnaire across 15 universities, we examine the effect of emotional intelligence on academic work performance (in research, teaching and service) in Australian business faculties. We find academics’ ability to use emotion enhances performance across research, teaching and service, while ability to regulate emotion enhances performance for teaching and service only. We also find support for a process‐based model of emotional intelligence in which appraisal of emotion is a necessary antecedent to emotion’s use and regulation. The results have implications for management in appointment decisions and professional development programmes in business/accounting faculties.     

Research Misconduct in Accounting Literature: A Survey of the Most Prolific Researchers' Actions and Beliefs

Incidents of research misconduct, especially falsification, in the hard sciences and medicine have been widely reported. Motives for misconduct include professional advancement and personal recognition. Accounting academics are under the same tenure, promotion and recognition pressures as other academics; and, without the life-and-death issues of medical research, rationalizing misconduct in accounting research seems much easier. It is reasonable to assume that dishonesty has occurred, even if little evidence exists about its prevalence. Further, accounting research can influence tax policy and market conditions, affecting people's lives. This study is, to our knowledge, the first attempt to survey accounting researchers directly as to their ethical practices; it uses the randomized response technique of addressing sensitive questions. To maximize its relevance to the most respected accounting research, this questionnaire was sent only to the most prolific researchers at U.S. colleges and universities—those who have published in the 'top thirty' accounting journals. The results indicate that serious misconduct has occurred among these established accounting researchers. The estimated percentage of seriously tainted articles in the top thirty accounting journals, based on self-reporting, is about 4 per cent, while the respondents on average believe that about 21 per cent of the literature is tainted. Faculty who were tenured more recently provide higher estimates of the falsification rate, and attribute more of the cause to external factors like tenure pressure. The article concludes by discussing implications and offering policy recommendations.     

Review of Post‐CLERP 9 Australian Auditor Independence Research

The Corporate Law Economic Reform Program (Audit Reform & Corporate Disclosure) Act 2004 (CLERP 9) added substantial new provisions pertaining to auditor independence, and followed in the wake of financial reporting scandals during 2000 to 2003. Many of the regulatory changes were framed in the earlier Ramsay Report, which drew on independence concerns raised in the academic literature. This review paper reviews Australian academic research investigating auditor independence, framed by our conceptual understanding of auditor independence, to assess what we have learned about the impact of CLERP 9 on auditor independence. Our review of Australian auditor independence research published post‐CLERP 9 reveals little evidence of the impact of the regulatory changes on auditor behaviour (independence in fact) and perceptions (independence in appearance). We conclude there are substantial needs for further research on the impact of the CLERP 9 amendments on auditor independence and any enduring independence issues. We identify particular areas for future research that may better inform policy development and argue that the prospect of high‐quality relevant research will increase if regulatory agencies, the accounting profession and audit practitioners engage more with academics in the research process. We identify several ways in which this might occur.     

Factors affecting classroom participation and how participation leads to a better learning

The purpose of this paper is twofold. First, we analyze various course- and student-related factors that affect participation grades within several college accounting classes. The second purpose is to determine whether in-class participation grades have an effect on exam performance in these classes. We find that, unlike in liberal arts and sciences courses, in accounting courses, participation grades for female students do not differ from participation grades for their male counterparts, regardless of class level. Overall, course level and student major have no direct effect on participation grades; however, the accounting majors and students in the lower level courses have better attendance than do non-accounting majors and students in more advanced courses. We observe that class schedule, in particular class duration and semester, affects students’ participation performance. Lastly, we find that students who participate more in classroom discussions perform 25% better on exams than do those with lower participation grades. This relationship holds for the three elements of participation grading: frequency of participation, consistency of participation, and attendance.     

Accountants divided: research selectivity and academic accounting labour in UK universities

This paper presents data from a postal survey designed to explore the impact of the Research Assessment Exercise (RAE) on academic accounting labour in the UK. The RAE is seen as integral to the growth of managerialism in UK higher education and to the increasing commodification of academic labour. The data indicates that academic accountants are divided in their perceptions of and reactions to the RAE. It is argued that in co-opting peer review for managerial ends, the RAE appeals to traditional academic identities, re-enforcing existing divisions within the academic accounting community and dissipating resistance to its perceived negative effects. The conclusion is that despite a significant degree of hostility to the RAE, UK accountants are themselves in large part responsible for enacting this particular managerial control strategy. In the process, there is a danger that academic accounting knowledge is being distorted, the profession divided and academics disillusioned by its power to direct what “counts" as high status academic research.     

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.     

Student career aspirations and perceptions: The case of Israeli accounting students

The study investigates changes in Israeli accounting students' career aspirations during their course of studies, and the relationship between these and their perceptions of professional accountancy firms. We employed a cross-sectional analysis of students across consecutive educational levels from the first year to the end of their formal education. We assumed that revealed differences between the accounting student cohorts, in terms of their perceptions of professional accountancy firms and their career aspirations, could be interpreted as reflecting changes over time in students' attitudes. Results from the sample show that accounting student' aspirations to pursue a career with a professional accountancy firm decline significantly between the first and postgraduate years, while their desire to work in the business sector increases. The results show the same trend with regard to the student's positive perceptions of the above firms as future workplaces. Non-parametric tests demonstrate significant relationships between students' career aspirations and their perceptions of professional accountancy firms. We suggest that the change in students' perceptions and aspirations is a symptom of something similar to a ‘reality shock’, and that it results from the students' exposure to the accounting profession. Professional accountancy firms need to implement innovative policies to meet the challenge.