The fleeting nature of permanent reinvestment: Accounting for the undistributed earnings of foreign subsidiaries

Over the last decade, an increasing percentage of the profits reported by U.S. corporations were earned by their foreign subsidiaries and retained outside the United States resulting in the deferral of income taxes. The American Jobs Creation Act of 2004 provided a temporary federal tax incentive to remit such earnings, which resulted in the repatriation of $140 billion by the 30 firms comprising the Dow Jones Industrial Average. An analysis of the financial reporting disclosures made by these firms reveals that a tax expense was not fully recognized on a substantial portion of the earnings until repatriation because of an exception for foreign reinvestments deemed to be essentially permanent in duration. The implications of the currently acceptable accounting for undistributed foreign earnings are discussed as well as recommendations to improve the relevancy and reliability of the disclosures required for this exception to comprehensive recognition of deferred taxes.     

Reflections on the scholarship of teaching: A report on the Colloquium on Change in accounting education, 2005

The ninth annual meeting in a series entitled Colloquium on Change in Accounting Education recently concluded. My attendance at this meeting prompted a broader reflection on the scholarship of teaching and the purpose of academic conferences.     

Knowing one’s place: The distribution of new accounting academics into a segmented labor market

New academic accountants tend to believe that there is a singular academic labor market that will receive them as they approach the completion of their doctoral programs. In such a world, the caliber of their ideas would be judged according to their ability to make a contribution to the knowledge of discipline. However, past research suggests that a prestige structure exists for doctoral programs such that a candidate’s ability to be placed at a school is a function of his/her doctoral programs position in that hierarchy. In this world, limits exist upon possible placement for most candidates such that the caliber of their work will not be a determinative factor in their placement. Various divisions of the doctoral schools in accounting show that movement to higher groups is difficult for all groups. The higher-tier schools are more able to place their graduates in the same tier. Falls to lower tiers are especially likely for the graduates of the lower prestige groups of doctoral schools. This paper seeks to help participants in the labor market, doctoral candidates and those that hire them, obtain a more informed appreciation for their realistic prospects. In this way, an achievable expectation should lead to more efficient placement behavior.     

Further tales of the schism: US accounting faculty and practice credentials

The recent report of the Pathways Commission (American Accounting Association, 2012) contains 22 specific objectives pertaining to the improvement of accounting education. Several of these call for higher degrees of cooperation and collaboration between accounting academics and accounting practitioners. The fact that a schism of sorts has developed between these groups needs to be better understood if progress can be made in bridging that divide. This paper studies one aspect of this issue by focusing on the extent to which accounting academics hold practice credentials. Several hypotheses are offered to explore patterns whereas academics become less likely to share this critical designation with accounting practitioners. The paper suggests that practice credential differences might indicate divergent values and priorities that will pose an obstacle to the cooperation envisioned by the Pathways Commission. Suggestions for reform in ways that would benefit higher education are offered.     

Accountant ethics: A brief examination of neglected sociological dimensions

Traditional treatments of accountant ethics make implicit assumptions inconsistent with a sociological perspective. This paper identifies the ways in which accountant ethics have been approached both in literature pertaining to practice and the classroom. The boundaries of the topic, when its definitions are left tacit, systematically preclude many important features of ethics. Included in these are sociological treatments of the accounting profession as a group, extra-personal aspects of decision making, the stratification of accounting practice, and a sense of ethical action. The paper concludes with an illustration of how institutional theory has the potential to create a systematic sociological interpretation of accountant ethics.Timothy J. Fogarty is an assistant professor at the Weatherhead School of Management, Case Western Reserve University. His research interests include accounting professionalism, public accounting organizations and accounting education. He has published articles in the accounting, sociology, management, legal and education literatures.     

The hand that rocks the cradle: Disciplinary socialization at the American Accounting Association's Doctoral Consortium

Motivated by the current turbulence in academic accounting in the USA, this paper problematizes the disciplinary socialization that occurs beyond school-specific educational processes. Using data pertaining to the American Accounting Association's Doctoral Consortium, this paper illustrates that the most important lesson about academic accounting may have been the righteousness of the fields’ stratification hierarchy. In other words, learning one's place in the US academy may be more important than any theory or technique within academic accounting. The conduct of the Consortium casts doubt on a substantive socialization agenda.     

The medium is the message: Comparing paper-based and web-based course evaluation modalities

An increasing number of universities have moved student evaluation of faculty and courses out of the classroom, where it had resided for many years, and onto the web. The increased efficiency of the web-based administrative modality of these instruments seems self-apparent. However, whether the measures obtained using the new modality are the same as the old modality is unclear. This paper compares the results of questionnaires administered on the web with those collected from the same students while they were in class. Data from 181 course offerings over seven terms at one university were utilized. Significantly lower evaluation scores for both the instructor and the course are produced when a web-based modality is used. In general, these results did not vary for courses at different levels of matriculation or at different levels of student participation. However, the magnitude of modality differences varied between highly rated and poorly rated courses. Implications for faculty evaluation are offered.     

Beyond just desserts: The gendered nature of the connection between effort and achievement for accounting students

The paper evaluates gender differences in the achievement of accounting students using data from students at a large public institution in the USA. Whether one gender outperforms the other is a question that has remained open in the literature, primarily because measures have been confounded by rewards for effort. This paper finds that in an environment where effort is not materially rewarded per se, but serves as a significant means to prepare for grade-bearing evaluations, females do not significantly outperform males. Female student do, however, exert a greater amount of effort. Measures used in this study were assembled by the computer software that managed the student interface, providing practice questions, quizzes, and examinations. Implications for educational choices made by accounting instructors are offered.