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1.
Skillfully presenting technical accounting material has been identified as an important dimension of effective teaching [Issues in Accounting Education (1993) 8(2), 436]. Faculty may more effectively present material by modifying the traditional lecture approach to incorporate visual-based instruction and increase student involvement through active learning exercises. One approach to presenting accounting material more effectively is described in this article. A “Who Wants to Win…?” game, similar to that seen on television, is constructed with the instructor in the role of master of ceremonies and one class member, a group, or the entire class in the role of contestants. The method described can be adapted and used to present a variety of accounting topics. Anecdotal evidence from two very different college classroom settings indicates a high level of student enjoyment, increased class participation, and an increased level of advance preparation on the part of the students. While a significant amount of material is presented in a concise, novel, and effective manner, the game provides a relaxed classroom atmosphere for the students and an enjoyable method of presentation for the instructor.  相似文献   

2.
Several recent papers document that the magnitude of potential gains from stock-based compensation is positively related to the likelihood of misreporting. In a sample of firms that announce restatements of their financial statements from 1997 to 2002, we examine whether managers realize these potential gains occurring from their accounting choices. After controlling for diversification needs and stock price impact, we find no significant evidence of higher option exercises by executives in the misreported years. However, for firms that are more likely to have made deliberate aggressive accounting choices, we find significant evidence of higher option exercises. For these firms, option exercises are higher by 20–60% in comparison to industry and size matched nonrestating firms. Options exercises by executives are also increasing in the magnitude of the restatement as captured by the effect of the restatement on net income. These higher option exercises tend to be more pervasive and are not just confined to the CEO and CFO of the firm.  相似文献   

3.
Good communication skills continue to be viewed as critical for success in accounting. This paper demonstrates a writing-skills “intervention” that deals with faulty modifiers, a grammatical problem that can inhibit accounting students and professionals from achieving the clarity and conciseness widely regarded as essential in the accounting profession. The intervention consists of a handout distributed to students – fashioned to sensitize them to the pervasiveness of faulty modifiers and help them avoid the problem – and an in-class discussion of the handout. By design, this intervention is both inexpensive and unobtrusive. For the accounting instructor, we provide in the body of the paper a technical, but unpedantic and informal, analysis of faulty modifiers, including numerous examples of the problem, accompanied by alternative corrections. To date, few papers in the accounting education literature that deal with writing problems present direct assessment evidence. To assess the efficacy and perceived value of our learning intervention, we collected assessment data – both direct (i.e., a set of three diagnostic tests) and indirect (i.e., feedback from a student questionnaire) from two institutions at which our learning intervention was tested. These data suggest than an intervention of the sort described here can be valuable in remedying discrete weaknesses of student writing. In a larger sense, we believe our paper can be used as a model for the development of similar “interventions” that cover other grammatical problems, and that can serve either as stand-alone entities (similar to the method proposed by Reinstein and Houston (2004) [Using the Securities and Exchange Commission’s “plain English” guidelines to improve accounting students’ writing skills. Journal of Accounting Education, 22, 53–67]) or as complementary resources to more comprehensive and formal writing programs.  相似文献   

4.
This paper outlines my teaching philosophy for the Accounting Theory subject. A Critical Theory and Postmodernist approach is recommended, which makes full use of non-accounting “tangential” material [Boyce G. Critical accounting education: teaching and learning outside the circle. Critical Perspectives on Accounting 2004;15(4/5):565–86] and material from popular culture [Kell P. A teacher's tool kit: an introduction to social theory. In: Allen J, editor. Sociology of education: possibilities and practices. 3rd ed. Southbank, Melbourne: Social Science Press; 2004. p. 29–51 [chapter 2]; Nilan P. ‘Reality TV’? School students and popular culture. In: Allen J, editor. Sociology of education: possibilities and practices. 3rd ed. Southbank, Melbourne: Social Science Press; 2004. p. 306–21 [chapter 14]]. The paper discusses some classroom interactive activities, as well as interview results from interviews conducted with 11 international students and one Australian student at Charles Sturt University. The teaching approach proposed in this paper is to conduct classroom interactive activities which study theories and research results from a range of disciplines in order to illustrate key points that apply equally as much to accounting theories and the accounting research process, e.g. the Positive/Normative dichotomy. Classroom interactive activities are discussed in class using the “dialogical approach” to education recommended by Freire [Freire P. Pedagogy of the oppressed. London: Pelican; 1996], Kaidonis [Kaidonis MA. Teaching and learning critical accounting using media texts as reflexive devices: conditions for transformative action or reinforcing the status quo? Critical Perspectives on Accounting 2004;15(4/5):667–73], Boyce [Boyce G. Critical accounting education: teaching and learning outside the circle. Critical Perspectives on Accounting 2004;15(4/5):565–86], and Thomson [Thomson I, Bebbington J. It doesn’t matter what you teach? Critical Perspectives on Accounting 2004;15(4/5):609–28]. Once students gain experience in studying material from outside accounting, the interview results suggest that they are then better motivated [Wynder M. Creative management accountants: short case studies to promote creativity in the classroom. In: Paper presented at the Accounting and Finance Association of Australia and New Zealand annual conference; 2006] and better equipped to study and evaluate accounting theories.  相似文献   

5.
Concerns about the current state of accounting education are well documented. A common anxiety is that students are not prepared to deal with the complex issues and unstructured problems that they will encounter throughout their professional lives. Recent studies conclude that an educational objective for accounting is to teach students how to learn. This paper discusses adopting commercial-use software as an approach to accomplish this objective. The paper also provides an example for an accounting information systems class. Because “learning to learn” involves teaching students learning strategies, accounting educators need to find new ways to help students acquire these strategies. This paper will be useful for instructors seeking ways to assist students in developing strategies for learning that will better prepare them for careers in a complex and dynamic environment.  相似文献   

6.
This paper investigates fraudulent financial reporting (FFR) in the China-based companies listed on the Hong Kong Stock Exchange (called H shares) in which Chinese government officials have a high degree of involvement and heavy impact on audit quality and corporate governance. It intends to find out the causes of FFR, the opportunities that make such reporting possible, and whether the presence of politically connected executives creates an environment that is conducive to FFR. The results show that the corporate environment most likely to lead to FFR is characterized by earnings management accounting practices.  相似文献   

7.
According to the Quality Assurance Agency [QAA (2006). Section 6: Assessment of students, Code of practice for the assurance of academic quality and standards in higher education. <http://www.qaa.ac.uk/>. Accessed 14.03.2007] “Assessment describes any processes that appraise an individual’s knowledge, understanding, abilities or skills” and is inextricably linked to a course or programme’s intended learning outcomes. Assessment also has a fundamental effect on students’ learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. Computer-aided assessment (CAA) offers an option for “sustainable assessment” and provides opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. This paper reports the findings of a qualitative study where a series of on-line summative assessments were introduced into a first-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation, and engagement.  相似文献   

8.
This research examines whether the ordering of topics within an accounting examination influences either (a) the time necessary to complete the examination, or (b) examination scores. Further, these effects are examined on both introductory students (n=83) and on more advanced accounting students (n=84).Six hypotheses concerning examination time and examination score were tested via two three-factor ANOVAs. It was found that “better” students are disadvantaged by random sequencing of multiple-choice questions and score significantly lower than on an ordered format. Poorer students appear not to be affected. No differences were found relating to time necessary to complete the exam.  相似文献   

9.
THE VALUE-RELEVANCE OF UK DIRTY SURPLUS ACCOUNTING FLOWS   总被引:1,自引:0,他引:1  
Misgivings about dirty surplus accounting practices derive, in part, from two related concerns. Firstly, it has been argued that dirty surplus accounting might result in value-relevant items being reported within ‘dirty surplus flows’ rather than within earnings. Secondly, it has been suggested that the low transparency of dirty surplus flows might reduce investors' ability to recognize value-relevant items in a timely fashion. In this study, we address the first of these concerns. We examine UK stock returns and accounting flows accumulated over intervals of up to 20 years. We report evidence on the value-relevance of accounting flows which were excluded from ‘ordinary profit’ (i.e. accounting profit exclusive of extraordinary items) in the UK over the period from 1972 to 1992. Our tests provide strong evidence that UK ordinary profit is value-relevant and provide some evidence, on the basis of long-interval tests, that extraordinary items are value-relevant. There is little evidence that other flows excluded from ordinary profit are value-relevant, however. These finding may allay concerns that, by allowing value-relevant flows to bypass reported earnings, dirty surplus accounting practices have promoted undesirable ‘creative accounting’ activity by UK firms.  相似文献   

10.
Abstract

Undergraduate accounting students in Australian universities are dissatisfied with the feedback that they currently receive. Recent evidence from the Course Experience Questionnaire (CEQ, a national survey of Australian university graduates) suggests that the accounting discipline ranks poorly on assessment feedback when compared to other disciplines. This finding aligns with the results of local university data, which also shows that students appear dissatisfied with feedback. Similar results can be found in other jurisdictions, as noted by the Higher Education Academy in the UK. Given the importance of feedback to enhancing students' learning, these results are of concern to accounting academics and other stakeholders, including professional accounting bodies and graduate employers. To date, few studies have sought to understand in a comprehensive manner the relatively poor performance in feedback scores in the discipline of accounting. This exploratory study seeks to address this gap by investigating the reasons underlying students' dissatisfaction. We report on students' perceptions obtained from a large survey of Australian undergraduate accounting students across 12 universities. Over 2600 students responded to the survey. Our findings indicate that accounting students value feedback that is individualised, detailed, constructive and timely, and that currently they are not receiving feedback with these attributes.  相似文献   

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