Ethics and management accounting: Teaching note for a video case, “the order: A progressive disclosure vignette”

Prior accounting literature has recognized the need for integrating ethics with accounting education (Langenderfer & Rockness, 1989; Loeb, 1988), and suggested that films and video cases are very useful for discussing ethics in the classroom (Homer & Steneck, 1989). This teaching note discusses a widely circulated video case on ethics in management accounting. The teaching note presents a framework for analysis and shows how the Standards of Ethical Conduct for Management Accountants issued by the Institute of Management Accounts can be applied to the case in resolving ethical problems. Additionally, it discusses how changes in the case regarding performance measures, budgeting, incentive policies, and the type of information used could influence the company's ethical environment. Although this teaching note is specific to the case, the general approach outlined herein may be used for other ethics cases in management accounting.     

Incorporating real-options analysis into the accounting curriculum

In this paper, we argue that accounting curricula should be expanded to cover the topic of real options. Our argument relies on reference to the [American Institute of Certified Public Accountants (AICPA) (1999) (Core Competency Framework, New York, NY: AICPA <http://ceae.aicpa.org/Resources/Education+and+Curriculum+Development/Core+Competency+Framework+and+Educational+Competency+Assessment+Web+Site/> Accessed 21.08.08], the framework for curriculum change espoused by [Arya, A., Fellingham, J. C., & Schroeder, D. A. (2003). An academic curriculum proposal. Issues in Accounting Education, 18(1) 29–35], a global study of core competencies for management accountants [International Federation of Accountants (IFAC), (2002). Competency profiles for management accounting practice and practitioners. New York, NY: International Federation of Accountants], a global capital-budgeting “best practices statement” [International Federation of Accountants (IFAC), (2008). International good practice guidance: Project appraisal using discounted cash flow. New York, NY: International Federation of Accountants], current specifications of the CMA exam [Institute of Management Accountants (IMA), (2008). Certified management accountant (CMA) learning outcome statements (effective 07/01/04), updated 07/2008. <http://www.imanet.org/pdf/CMA%20%20LOS.pdf> Accessed 29.10.08.], and elements of the Albrecht and Sack report [Albrecht, W. S., & Sack, R. J. (2000). Accounting education: Charting the course through a perilous future. Accounting education series, Vol. 16. Sarasota, FL: American Accounting Association]. We make special reference to the linkage of the topic of real options to two broad educational goals: decision-modeling and risk analysis. Existing resources that accounting faculty can use to incorporate real options into the curriculum are limited. As a response, we provide an extended example that accounting educators can use to cover the topic of real options. This example uses a set of binomial trees (one for cash inflows and another for cash outflows). The step-by-step approach presented in this paper allows students without a technical/mathematical background to extend discounted-cash-flow (DCF) decision models (e.g., NPV) to incorporate real options that are embedded in proposed investment projects.     

Accounting education literature review (1997–1999)

By reviewing a subset ot the accounting education literature published during the period 1997–1999, this paper updates literature reviews by Rebele, Apostolou, Buckless, Hassell, Paquette, and Stout [Rebele, J.E., Apostolou, B.A., Buckless, F.A., Hassell, J.M., Paquette, L.R., & Stout, D.E. (1998a). Accounting education literature review (1991–1997), part I: curriculum and instructional approaches. Journal of Accounting Education, 16(1), 1–51.] [Rebele, J.E., Apostolou, B.A., Buckless, F.A., Hassell, J.M., Paquette, L.R., & Stout, D.E. (1998b). Accounting education literature review (1991–1997), part II: students, educational technology, assessment, and faculty issues. Journal of Accounting Education, 16(2), 179–245.]; Rebele, Stout, and Hassell [Rebele, J.E., Stout, D.E., & Hassell, J.M. (1991). A review of empirical research in accounting education: 1985–1991. Journal of Accounting Education, 9(2), 167–231.]; and Rebele and Tiller [Rebele, J.E., & Tiller, M.G. (1986). Empirical research in accounting education: a review and evaluation. In A. C. Bishop, E. K. St. Pierre & R. L. Benke (Eds.), Research in accounting education (pp. 1–54). Harrisonburg, VA: Center for Research in Accounting Education, James Madison University]. We review published articles related to the topics of assessment, curriculum and instructional approaches, educational technology, faculty issues, and students from the following five journals: Journal of Accounting Education, Issues in Accounting Education, Accounting Education, The Accounting Educators’ Journal, and Advances in Accounting Education. A large number of accounting educators have contributed to the literature between 1997 and 1999, with over 390 different authors cited in the body of the text (30 authors published two articles, 11 published three, and one author published four articles). More than 120 individuals are cited as authors of cases and instructional resources (seven authors published two cases and one published three). Recommendations for research are offered at the end of each major section. An appendix identifies instructional cases and educational resources published during the 1997–1999 period by journal and topic.     

Current practices in the external peer review process for promotion and tenure decisions

This study extends previous work by Schwartz and Schroeder [Schwartz, B. N., & Schroeder, R. G. (1997). External reviews: what is being done? Journal of Accounting Education, 15, 531–547] regarding the use of external peer reviews in the promotion and tenure process. Specifically, we examine issues raised by Schwartz and Schroeder's (1997) survey respondents related to guidance provided by institutions to external reviewers. Using information collected from 35 responding institutions, we detail current practices in accounting in the following guidance areas: (1) benchmarks for evaluating the candidate; (2) specific evaluation criteria for research, teaching, and service; and (3) candidate and institutional materials sent to the reviewer to assist in the evaluation. We find considerable diversity in current practice, with some institutions listing multiple, detailed criteria to guide reviewers and others providing little or no guidance. Using our findings and insights from prior literature (primarily outside accounting), we identify potential strengths and weaknesses in current practice and make recommendations for improvement in the peer review process. The recommendations contained herein should be helpful to schools currently dissatisfied with their external review process, to schools considering revising the way they solicit external reviews, and to schools considering using external reviews in the future.     

The association between cognitive style and accounting students' preference for cooperative learning: an empirical investigation

This paper investigates the use of cooperative learning in accounting education, in particular, the issue of whether an individual's cognitive style impacts upon their preference for cooperative learning techniques. The study extends the existing literature by using the Myers-Briggs Type Indicator to examine the association between all four dimensions of cognitive style and accounting students' preference for cooperative learning. Results show that preference for cooperative learning is significantly associated with the extroversion/introversion dimension [a result which extends the findings of Hutchinson, M., & Gul, F. (1997). The interactive effects of extroversion/introversion traits and collectivism/individualism cultural beliefs on student group learning preferences, Journal of Accounting Education, 15, 95–107.], and with the thinking/feeling dimension, which is a new result in the literature.     

Accountant's tales

This essay explores the genre of didactic accounting fiction, and, the contributions to accounting scholarship of a recent novel (Collett, I.W., & Forgione, D. (1998). Costly reflections in a midas mirror. Sun Lakes: Thomas Horton & Daughters), and novella (Loebbecke, J.K. (1998a). The auditor: An instructional novella. Upper Saddle River: Prentice Hall).     

Summary of promoting and evaluating effective teaching: American accounting association teaching and curriculum section

Teaching, research and service have traditionally been viewed as the primary roles of institutions of higher learning. Recently colleges and universities have been reevaluating their commitment to teaching in response to new accreditation guidelines and pressure from state legislatures and other stakeholders who contribute to the budgets of higher education. Many professors and college administrators have also called for a renewed emphasis on teaching. In keeping with this renaissance of interest in teaching, the Teaching and Curriculum Section of the AAA initiated a project in the summer of 1994 to examine methods for promoting and evaluating effective teaching.This report presents an overview of the Committee's work. In addition to identifying five accounting programs with “best practice” systems for promoting and evaluating teaching effectiveness, the Committee's report stresses the importance of a comprehensive administrative system and the AECC's dimensions of effective teaching.     

Criticisms of capitalism,budgeting and the double enrolment: Budgetary control rhetoric and social reform in France in the 1930s and 1950s

This article is a contribution to the study of the spread of management innovations, methods and rhetorics. It particularly concerns the influence of ideological and political factors, which have so far mostly escaped in-depth study. In particular, we seek to understand to what extent a critique of society developed by social reformers can be a source of inspiration for managers, leading them to change their practices and experiment with new devices. Relying on the framework of historical change in management practices developed by Boltanski and Chiapello [Boltanski, L., & Chiapello, E. (2005). The new spirit of capitalism. London: Verso (Translation of Le nouvel esprit du capitalisme, Paris: Gallimard, 1999)], we study the specific development of budgetary control in France, examined in the light of the general political and economic history of the 20th century. This framework simultaneously encompasses the dissemination of a new accounting practice, the transformation of capitalist institutions and mo des of regulation in a given period and country, and the programmatic discourses [Miller, P., & Rose, N. (1990). Governing economic life. Economy and Society, 19(1), 1–31] associated with the historical move.     

The impact of group formation in a cooperative learning environment

Research indicates that cooperative learning (CL) has the potential to increase accounting student satisfaction without impairing the learning of technical material (Lancaster, K., & Strand, C. (2001). Using the team-learning model in a managerial accounting class: An experiment in cooperative learning. Issues in Accounting Education, 16(4), 549–567). This study investigates whether instructor-formed heterogeneous groups produce a more effective CL environment than student self-selected groups by measuring individual academic performance and perceptions. Results indicate the presence of a treatment interaction, implying that the best group composition may not be the same for all students. In some circumstances, higher ability students had statistically higher performance in more homogeneous groups. Lower ability students did better (not significant) in heterogeneous groupings. The majority of students gave high ratings to the impact of CL on learning and development of team skills. Students were only mildly interested in increasing the time spent in groups, indicating that they value both traditional teaching methods and CL.     

No premature closures of debates,please: A response to Ahrens

In this response to Ahrens [Ahrens, T. (2008). Overcoming the subjective–objective divide in interpretive management accounting research. Accounting, Organizations and Society, 33(2–3), 292–297.] we clarify both the motivation and the core points of the Kakkuri-Knuuttila et al. [Kakkuri-Knuuttila, M.-L., Lukka, K., & Kuorikoski, J. (2008). Straddling between paradigms: A naturalistic philosophical case study on interpretive research in management accounting. Accounting, Organizations and Society, 33(2–3), 267–291.] paper. We remind the management accounting academia that we should be careful not to close prematurely examinations and debates on issues, which are not yet truly resolved.     

Observations on measuring the differences between domestic accounting standards and IAS: A reply

In the commentary that precedes this reply, Nobes makes several comments on our article published in this journal (Ding, Y., Hope, O.-K., Jeanjean, T., Stolowy, H., 2007. Differences between domestic accounting standards and IAS: measurement, determinants and implications. Journal of Accounting and Public Policy 26, 1–38). In our reply, we start with the key issue raised: the comment on the distinction between accounting practices (de facto) and accounting regulations (de jure). We then discuss the IAS bias in the “GAAP 2001” study, before presenting our reply on the endogeneity issue and on the robustness check for the “divergence” score. We conclude with a discussion of the separate dimensions of absence vs. divergence.     

Modes of regulation in advanced capitalism: Locating accountancy in four countries

The paper presents a framework for examining how accounting practices are regulated within advanced capitalist societies. Through the critical use of Streeck & Schmitter's (Private Interest Government and Public Policy, Sage, London, 1985) exploration of models of social order, regulation is theorised as an expression of the combination of the organising principles of Market, State and Community. The analytical framework is then applied to compare modes of accounting regulation in the Federal Republic of Germany, the United Kingdom, Sweden and the United States of America. The paper highlights the significance of contradictions within and between the organizing principles of advanced capitalism and seeks to display the regulation of accounting as a medium and outcome of the articulation of these contradictions.     

Developing performance-measurement systems as enabling formalization: A longitudinal field study of a logistics department

This paper reports on a developmental approach to performance-measurement systems (PMS). In particular, we look at characteristics of a development process that result in the PMS being perceived by employees as enabling of their work, rather than as primarily a control device for use by senior management. We will refer to such a PMS as “enabling PMS”. The theoretical part of the study builds on ideas of enabling versus coercive formalization [Adler, P. S., & Borys, B. (1996). Two types of bureaucracy: Enabling and coercive. Administrative Science Quarterly 41 (March), 61–89]; on notions of organizational learning (e.g., [Zollo, M., & Winter, S. G. (2002). Deliberate learning and the evolution of dynamic capabilities. Organization Science 13(3), 339–351]); and on awareness of the incompleteness of performance measures (e.g., [Chapman, C. S. (1997). Reflections on a contingent view of accounting. Accounting, Organizations and Society 22, 189–205; Lillis, A. M. (2002). Managing multiple dimensions of manufacturing performance—An exploratory study. Accounting, Organizations and Society 27, 497–529]). The empirical context entails a mixed-method, 3-year longitudinal study of the logistics department of a medium-sized company in the beverage manufacturing industry. Qualitative data were gathered through interviews, participation in meetings, action research, and review of company documents. We also analyzed two waves of quantitative survey data, gathered from a panel of 42 employees. We find that a development process that is experience-based contributes to the enabling nature of the PMS, as it builds on existing skills, local practices, and know-how on performance measurement to enrich the PMS step-by-step over time. Also, experimentation with specific performance measures was found to enhance the enabling nature of the PMS: testing, reviewing, and refinement of conceptualizations, definitions, data, and presentations of new performance measures. Professionalism was significantly related to positive attitude toward performance measures in our survey data. The results also illustrate that transparency of the PMS itself is key to enabling PMS.     

Mentorship separation tension in the accounting profession: the consequences of delayed structural separation

This study inquires whether public accounting mentoring relationships conform to the classical Greco-Roman model (where mentors guide protégés and eventually release them to pursue an autonomous life) or a modern form (where mentoring continues indefinitely and serves as an organizational control mechanism). Data was obtained from 630 professionals in the accounting profession who reported having a mentor. Participants who considered the mentoring relationship to be in the past, yet remained working in close physical proximity of their mentor, reported the highest levels of mentorship tension. For these participants (n=100), mentorship tension was associated with negative job outcomes. These results extend research by [Covaleski, M.A., Dirsmith, M.W., Heian, J.B., & Samuel, S. (1998). Administrative Science Quarterly 43, 293–327] identifying the use of mentoring as an organizational control mechanism in the public accounting profession.     

Management accounting as normal social science

The publication of “Management accounting change: Approaches and perspectives” (Wickramasinghe, D., & Alawattage, C. (2007). Management accounting change: Approaches and perspectives. London, New York: Routledge) provides an occasion for considering the extent to which management accounting has become a normal social science. This review essay argues that management accounting is a social science defined by a pluralism of approaches, and it identifies the generalization of social perspectives on management accounting, and particularly their ability to transcend technical and economic aspects of accounting practice, as crucial components in reproducing this specific form of expertise. Contrary to Kuhnian expectations, this social science hosts a multiplicity of paradigms, and its scientists are not exclusively concerned with the subtlest and most esoteric aspects of the phenomena under study. Instead, as social scientists management accountants are generalists as much as they are specialists.     

Defining management accounting constructs: A methodological note on the risks of conceptual misspecification

This paper stresses the need for a sound conceptual specification of research constructs prior to fitting them to explanatory models. It emphasizes that in addressing the conceptual level of the predictive validity framework [Libby, R., Bloomfield, R., & Nelson, M. (2002). Experimental research in financial accounting. Accounting, Organizations and Society, 27, 775–810], special attention must be paid to two issues: (1) the production of a specific agreed-upon meaning and domain for each construct of interest; and (2) the specification and conceptual justification of the nature and direction of the epistemic relationships between constructs, dimensions and indicators (i.e., reflective vs. formative models; latent vs. emergent models). The paper highlights the importance of both issues especially in the case of practice-defined variables, and it provides guidelines on how to address both aspects of conceptual specification. While the issues raised are pertinent to many research areas, the paper concentrates on the implications for management accounting and control systems (MACS) research, using interactive use of control systems [Simons, R. (1995a). Levers of control. Boston: Harvard Business School Press] to illustrate how researchers should go about specifying meaning and epistemic relationships in MACS research.     

Potential model misspecification bias: Formative indicators enhancing theory for accounting researchers

This paper describes why and when formative factors, in combination with reflective measures, can be used in accounting research to better represent complex theoretical constructs. We argue that the exclusive use of reflective factors constrains theory development and may lead to imprecise measurement. We provide a review of 66 published research papers from Accounting, Organization and Society, The Accounting Review, Contemporary Accounting Research, Auditing: A Journal of Practice & Theory, Accounting, Auditing, & Accountability Journal, Behavioral Research in Accounting, International Journal of Accounting, Journal of Accounting and Public Policy, Management Accounting Research, Abacus, and Journal of Management Accounting Research using Structural Equation Models (SEM) from 1992 to 2008 to illustrate improvement of misspecification bias in leading accounting journals. Our findings suggest that most of the studies modeled constructs that did not include formative indicators.     

Using a stakeholder-based process to develop and implement an innovative graduate-level course in management accounting

Accounting programs have been challenged (e.g., W.S. Albrecht, R.J. Sack, Accounting Education: Charting the Course Through a Perilous Future, Accounting Education Series, vol. 16, American Accounting Association, Sarasota, FL, 2000; AICPA Core Competency Framework for Entry into the Accounting Profession, AICPA, New York, NY, 1999) to create innovative, cross-disciplinary courses/curricula and to tie such offerings to institutional strategic plans (e.g., I.T. Nelson, J.A. Bailey, A.T. Nelson, Issues in Accounting Education, 13 (1999) 301; AACSB International, Standards for accounting accreditation (April 21, 2000), AACSB, St. Louis, MO, 2000; AACSB International, Final draft – Eligibility procedures and standards for accounting accreditation 2004). This paper provides details about both the process used to develop an innovative graduate-level accounting course and the modules (Strategic Cost Management, Planning, and Performance Measurement) comprising the course. The paper therefore describes how one accounting program responded to the aforementioned challenges.At a strategic level, the paper discusses a three-stage process (planning, implementation, and assessment) that guided new-course design. Of particular interest is the impact of our business school's Strategic Plan and the AICPA core competency framework for entry into the accounting profession. (AICPA, New York, NY, 1999) on the development of educational objectives for the new course. Selected implementation issues (e.g., resource commitments needed to support delivery of the new course) are discussed. We also provide details regarding an assessment plan for the course and how data collected for the first three offerings of the course have guided course improvements. Because of its focus on process, this paper should be of interest to other accounting educators, particularly those interested in a stakeholder-based approach to developing and implementing new courses and curricula.     

MORE OLD W[H]INE IN A NEW BOTTLE?

This rejoinder seeks to address the criticisms expressed in Jones & Aiken's (J&A's) response to Walker (1996). It also re-iterates the limitations of employing a Diceyan-derived model of Victorian legislation in the realm of accounting and auditing. It is contended that the importation into accounting history of the debate aboutlaissez-faireand collectivism is at variance with the recent historical scholarship which J&A seem reluctant to acknowledge. The paper supports the view that the ideological influences on accounting and auditing regulation during the 19th century were often complex and are not reducible to purelylaissez-faireand collectivist explanations. It is argued that legislative outputs relating to companies should also be understood in the context of the character of public policy making in Victorian Britain, and the distribution of power among interested groups.