新世纪会计教育教学基本问题研究

关于会计教育教学的系统性认识问题,就是如何将会计教育教学系统置于会计这个大的动态开放系统中来全面、立体、结构化认识的问题。会计教育是一个复杂开放系统,构成要素众多。其中两个关键性因素现代化教育理念和培养目标的确定关系着现代会计教育的现实生存与未来发展。通过梳理现代化教育理念(人本教育、素质教育和终身教育)及在我院会计教育中的运用,分析了我院目前传统会计教育理念的影响及较单一的会计教育培养目标,提出转变教育理念,构建层次分明的结构性培养目标,为我院不同层次会计教育的未来发展提供初步建议。     

Goodwill — An Example of Puzzle-Solving in Accounting

The nature of goodwill continues to be misunderstood by most accountants and confusion surrounding the measurement and reporting of goodwill persists. The rejection of official accounting standards on goodwill is a common occurrence. A dynamic open system perspective is used in this paper to re-examine the nature of goodwill. It is found that a meaningful economic interpretation can be developed for internally generated goodwill but not for 'purchased goodwill'. There is an inability to identify the stream of benefits specifically associated with goodwill arising on acquisition.     

Applicability Of The Conservatism Accounting Convention in China: Empirical Evidence

“Conservatism” is a widely accepted accounting convention in the industrialized world, but it has long been slated and prohibited in China under the orthodox ideological influences. To date, the conservatism convention has not been fully adopted or implemented in Chinese accounting although the Chinese government has made substantial efforts to reform its accounting system to bridge the gaps between the accounting practices in China and other industrialized countries in recent years. This study has, through a wide range questionnaire survey, empirically investigated the applicability of the conservatism accounting convention in China. We found that the survey respondents (consisted of business accountants, management, government officials, bank loan officers, investment analysts and auditors), in general, held no negative attitudes against the conservatism convention under the changing business environment in the country. There is clear evidence that various interested parties of business accounting would support an expanded adoption of “conservatism” in Chinese accounting. The study findings will facilitate a proper assessment of the future development of accounting standards and practices in China.     

Boussard's 'Effectiveness of Inflation Accounting Adjustments': A Comment

Boussard's (1984) notion that Current Cost/Constant Dollar Accounting does not provide 'meaningful rates of return' when inflationary conditions are compared with non-inflationary conditions is based on a misleading example.     

Professional Accounting Standards and the Public Sector—a Mismatch

Professional accounting standards have been applied to the public sector in Australia as part of the process of adopting accrual accounting. However, the reason given for their application to the public sector is questionable. The modes of operation of governments and of the business sector are very different, and accounting standards must be tailored to suit the specific information needs of each sector for the accounting systems to provide relevant information. The four Accounting Concepts Statements and the broad requirements of AAS 29 and AAS 31 are examined to show where changes are needed in the standards to make their information more relevant to the needs of the public sector. These changes would better enable accrual accounting information systems to assist in enhancing the efficiency and effectiveness of public sector operations and the accountability of governments to parliament and citizens.     

The Withdrawal of Current Cost Accounting in the United Kingdom: A Study of the Accounting Standards Committee

Evidence from the archives of the U.K. Accounting Standards Committee (ASC) is used to trace the events leading to the withdrawal of the current cost accounting standard, SSAP 16, from 1980 to 1988. Three central issues are addressed. First, the ASC's role as a regulatory body is considered in the light of the failure to obtain compliance with SSAP 16 and to find an acceptable replacement. Second, the decline in support for SSAP 16 is explained in terms of changes in the economic environment. Third, the roles of different interest groups in the process are analysed.     

Factors That Affect Understanding of Social Responsibility Accounting*

Many social responsibility/sustainable development (SR/SD) issues affecting accounting policies and standards will have to be addressed by present and future accountants. This paper investigates qualitative factors that may impede the learning of, and attitudes toward, SR/SD. While Gordon (1998) examined exposure to SR/SD, the present study contributes to the literature in several ways. First, to overcome one of the limitations of Gordon's study, noted by her, matched pair responses (n = 198) to pre‐ and post‐study questionnaires are employed in this study. These responses are analyzed using t‐statistics, cluster analysis, and multivariate analysis. Second, three factors not previously examined that may affect learning of SR/SD (number of economics courses taken, gender, and grade point average) are explored in this paper. The positive conclusion is that exposure to SR/SD had more influence on learning, understanding, and attitudes than did pre‐existing demographic and educational background variables with the exception of grade point average. As a surrogate for intelligence or ability to learn, grade point average was found to be highly significant in a multivariate model. An appreciation that ability to learn affects understanding and attitudes is important for instructors in both continuing professional education and university/college accounting.     

The Development of a Conceptual Framework for the Design,Delivery, and Assessment of a Typical Management Accounting Syllabus

This article identifies common issues relating to management accounting education in order to determine whether using a competency‐based approach would assist educators in the design, delivery, and assessment of syllabi at educational institutions. A conceptual framework is developed and discussed with regard to the critical success factors methodology to design syllabi that assist educators in attaining the main outcomes in the delivery and assessment of the curriculum. This framework is applied to a typical management accounting curriculum to demonstrate how this approach will enable educators to design, deliver, and assess their syllabi in line with the critical outcomes required. In following this approach, lecturers would constantly have to focus on the knowledge and issues that are relevant and critical for students to understand and apply in order to achieve the aim of the syllabi.     

The Impact of the Definition of Inflation on the Effectiveness of Inflation Accounting Adjustments

In tests of inflation accounting methods, inflation is generally seen as a simple phenomenon: the prices of all elements change at the same rate. The example presented here deals with a different case: inflation is characterized by changes in the structure of prices. In particular, prices of articles bought and articles sold do not vary at the same rates.
In this context, it is observed that three types of adjustments are not effective, i.e. they do not have the potential to report real or nominal rates of return. This result should be considered as a criticism of the coherence of inflation accounting methods.     

Developing Learning Objectives for Accounting Ethics Using Bloom's Taxonomy

The purpose of our article is to offer a set of core knowledge learning objectives for accounting ethics education. Using Bloom's taxonomy of educational objectives, we develop learning objectives in six content areas: codes of ethical conduct, corporate governance, the accounting profession, moral development, classical ethics theories, and decision models. We believe that defining core knowledge is important for two reasons. First, many accounting educators continue to debate whether ethics can be taught, apparently unaware that a common body of ethics knowledge exists. This knowledge needs to be imparted before higher-level classroom discussions can ensue. Second, we believe agreement on learning objectives is necessary for the development of meaningful assessment tools. Students should be able to demonstrate ethics knowledge, and accounting educators should be held accountable for whether or not students are learning.     

我国应重视商业银行会计管理和会计控制

本文分析了我国商业银行中会计管理和会计控制的现状,提出我国商业银行在"强化管理、规范经营、稳健发展"中应重视和强化商业银行会计管理与控制的迫切性.     

税务会计模式的国际比较

税款的会计处理不是税务会计。根据不同的标准,世界各国的会计模式可以有不同的分类。而根据税法对会计的导向作用不同,税务会计的模式可分为统一模式和独立模式。我国税制改革与会计改革的不断推进,使两者的目标和原则出现差异,建立适合我国国情的税务会计理论体系,已经成为现代税收制度(特别是企业所得税)应对差异、不断发展与完善的必然选择。     

Accounting for Foreign Business

The currency translation problem is the same in kind as the inflation accounting problem. No demonstrable connection may be made between financial information and evaluation or choice unless the components of the information are derived uniformly in a dated setting. Proposals hitherto suffer in different degrees from heterotemporal aggregation and cross-temporal translation. By recourse to four examples of different relations between an investor company and foreign investees, an integral method is described for dealing with foreign transactions and investments, where prices and inflation rates are different and exchange rates may vary. The essence of the process is that the components of financial statements shall be made to correspond with their factual or factually based features from time to time.     

Developing a Global Model of Accounting Education and Examining IES Compliance in Australia,Japan, and Sri Lanka

The introduction of International Education Standards (IES) signals a clear move by the International Accounting Education Standards Board (IAESB) to ensure high quality standards in professional accounting education at a global level. This study investigated how IES are perceived and valued by member bodies and academics in three counties: Australia, Japan, and Sri Lanka. It examined: (1) levels of awareness of IES; (2) drivers of compliance and convergence and non-compliance and non-convergence with IES; and (3) key factors influencing IES adoption. Both quantitative and qualitative data have been collected from interviews and questionnaire surveys to report on these findings. Further, as part of the study, comprehensive case studies of the accounting education systems of Australia, Japan, and Sri Lanka were developed. These case studies not only provided an insight into issues of diversity, culture, and language as they relate to IES, but also preceded the development of a global model of accounting education.¹1 In this paper, accounting education refers to education that is provided at both university level (or equivalent) and that offered by member bodies. This model is proposed as a way to assist interested parties in any country to readily identify their own unique system of professional accounting education.     

Examining the differences between United States Generally Accepted Accounting Principles (U.S. GAAP) and International Accounting Standards (IAS): implications for the harmonization of accounting standards

Current trends indicate continued movement towards the harmonization of accounting standards, but not without difficulty and concern. At times, the political and financial market pressure, push the movement in opposite directions. The paper discusses the conceptual framework used in establishing Global Generally Accepted Accounting Principles (GAAP) (International Accounting Standards, IAS) and U.S. GAAP. Numerous transactional examples are illustrated under both Global GAAP and U.S. GAAP treatment. Several country specific references are presented demonstrating the difficulty in achieving harmonization. Implications for harmonization of accounting standards include arguments “for” and “against” Global GAAP.     

Political Influence and Coexistence of a Uniform Accounting System and Accounting Standards: Recent Developments in China

This article investigates the role of political influence, as well as accounting tradition and the equity market, in China's recent changes in accounting regulation. We find that the Chinese government, in part self-motivated and in part under external pressure, has been active in developing accounting standards in harmony with international accounting standards. However, it has retained a uniform accounting system in the Enterprise Accounting System issued in 2000 to accommodate the special circumstances of a transforming government, strong state-ownership, a weak accounting profession, a weak and imperfect equity market, and the inertial effect of accounting tradition and cultural factors. This article also contributes to existing models of accounting system classification by illustrating the need for considering political influence as a factor that affects the rate of transition towards full implementation of international accounting standards.     

Accounting Education for the Twenty-first Century

The task of accounting is to provide reliable knowledge. The standard textbooks and curricula give no analytical attention to what this means. They perpetuate processes that had their origins in the desire to conceal rather than to disclose. Recurrent criticism of the products of practice may only be averted if the educational establishment gives greater attention to the nature of money and prices, the conditions of valid measurement, the logic of choice, the regulation of complex processes, and the consequences of misdirected thought and misleading practices.     

债务重组会计准则变更的经济后果

本文对2001年债务重组会计准则变更的经济后果进行了研究,实证分析了1999年和2001年债务重组会计准则下重组公司盈余管理行为和重组后公司长期业绩的差异。研究结果发现,2001年债务重组会计准则减少了重组公司利用重组收益以达到扭亏为盈、股权再融资和撤销ST的动机;同时,2001年债务重组会计准则下重组公司重组后的长期业绩比1999年债务重组会计准则下要好。研究结果表明,2001年债务重组会计准则的变更抑制了公司运用债务重组收益进行盈余管理的动机,从而使得重组公司的长期业绩更好。本文的研究结论可以为我国会计准则的制定和投资者的投资决策提供重要依据。     

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.