Sustainability of the accounting and finance academic profession: students’ and supervisors’ views about the PhD supervision process

This study explores the research supervisory practices of accounting and finance PhD students at Australian and New Zealand universities. Given documented faculty shortages in the accounting and finance disciplines, such investigation is timely and relevant. In the context of student engagement with their community of academic practice and their intrinsic motivation related to individual competence and autonomy, situational adjustments are inevitable and explain some differences between students’ perceptions and supervisors’ expectations. Our findings demonstrate that, despite general satisfaction with the PhD supervision process, students articulated concerns regarding constructive feedback and pastoral care provided by their supervisors, as well as guidance regarding data analysis/statistics.     

Developing a Community of Practice: Michael Gaffikin and Critical Accounting Research

This paper demonstrates the role of a community of practice in academic endeavour, focusing on the influence of place and the role of thought leaders in guiding academic development. This is illustrated with reference to the influence of Emeritus Professor Michael Gaffikin in establishing a critical accounting community of practice at the University of Wollongong (UOW) through his PhD supervisions. Social network analysis (SNA) is used to visualize the 43 PhD supervisions undertaken by Gaffikin during his career, and subsequent PhD supervisions of his students, and students of those students. SNA illustrates the structure of relationships, and the paths through which scholars learnt from one another, which we combine with qualitative analysis of recollections, acknowledgments, and doctoral theses. We demonstrate the role of Gaffikin, as the intellectual thought leader, and UOW, as the intellectual place, in the development of the critical accounting community of practice. The development of critical accounting scholarship was a function of Gaffikin's intellectual and professional leadership, which he executed through PhD supervision, the annual Doctoral Consortium, and his direction at UOW. This paper highlights the importance of local communities for the development of research agendas, and the influence of PhD supervisors on the professional development of students.     

Determinants of biased subjective performance evaluations: evidence from a Taiwanese public sector organization

Drawing on the notion of guanxi, which is obligation-bound, in Confucian cultures, this study investigates whether rating leniency and rating compression in performance evaluation are based on supervisor–subordinate acquaintanceship, alma mater ties, and subordinates' physical proximity to their supervisor. After controlling for supervisor–subordinate gender similarity and age difference, this study first finds that public sector supervisors are willing to provide relatively lenient ratings and compressed ratings for their subordinates when their personal acquaintanceship with them is strong, and when there is close physical proximity between them. Second, an alma mater connection with a subordinate leads to rating leniency by the supervisor. Finally, it is worth noting where this study differs from Bol's research (from Western cultures). In particular, while Bol, J.C. [2011. The determinants and performance effects of managers’ performance evaluation biases. The Accounting Review, 86 (5), 1549–1575] demonstrates that age differences between supervisors and subordinates decrease rating leniency, this study documents insignificant results for similar demographic characteristics in age and gender. Bol, J.C. [2011. The determinants and performance effects of managers’ performance evaluation biases. The Accounting Review, 86 (5), 1549–1575] also demonstrates that if a private sector supervisor sharing a work location with subordinates faces relatively lower information-gathering costs, he or she will give less lenient and less compressed ratings. However, this study shows opposite findings for the guanxi norm in Confucian societies.     

Unpacking the notion of subjectivity: Performance evaluation and supervisor discretion

This study puts forward the notion of subjectivity according to supervisor discretion and the organization's subjective performance evaluation rules. This is needed because most studies investigating subjectivity do not distinguish supervisor idiosyncrasies from features of the organization's management control systems. This study uses a survey to capture subjectivity and suggests that subjectivity entails two concepts. One concept is related to the amount of discretion that supervisors can exercise under the organization's current performance evaluation. The other concept concerns supervisor's idiosyncrasies when evaluating subordinates. This study provides evidence that subjectivity is multidimensional and may not represent a single concept. The results suggest that studies investigating subjectivity should treat supervisor discretion and subjective performance evaluation rules separately because of their different associations towards subordinate performance, psychological empowerment, and supervisor-subordinate conflict.     

UK PhD assessment in accounting and finance: social capital in action

Assessment lies at the centre of PhD degree quality standards, with quality assurance relying on independent external examiners. This study investigates the role of the viva and the selection of external examiners from within the accounting and finance discipline across UK institutions. A questionnaire survey and follow-up interviews with academics (299 respondents; 49 interviews) and recent PhD graduates (73 respondents; 18 interviews) were undertaken. Findings identify multiple viva roles including verification; academic career development; and assessment. External examiner selection is outcome-driven, and the independence of examiners is questionable when secured using the social capital existing between an examiner and supervisor. Supervisors and examiners jointly gate-keep the academic community within cliques, although at the viva stage new entrants are rarely excluded. The PhD assessment process offers the opportunity for rogue cliques to develop, driven by favourable outcomes in terms of personal benefits and costs, allowing new entrants of insufficient quality.     

Exploring governance of the new European Banking Authority—A case for harmonization?

In the context of the proposed EU financial supervisory reforms, this paper focuses on the governance of the network of national supervisory banking agencies and the newly established Community supervisor (European Banking Authority, EBA). We assess to what extent lack of governance convergence nationally and with EBA could undermine the incentives for cooperation among supervisors. Convergence should particularly focus on (i) the issue of the presence of politicians on decision-making bodies; (ii) the need for clearly defining dismissal procedures of heads of supervision; (iii) autonomy from government in regulatory matters; (iv) supervisory autonomy in matters of licensing and withdrawing licenses; (iv) mechanisms for judicial accountability; (v) legal protection for supervisors handling in good faith. In the absence of full centralization of prudential supervision, early harmonization of national governance arrangements towards best practice would better align supervisors’ incentive structures and, hence, be beneficial for the effectiveness of European supervision.     

The Political Economy of Fiscal Supervision and Budget Deficits: Evidence from Germany

In many federal countries, local governments run large deficits, even when fiscal supervision by state authorities is tight. I investigate the extent to which party alignment of governments and fiscal supervisors influences budget deficits. The data set includes 427 German local governments for the period 2000–2004. I exploit a period after a far‐reaching institutional reform that entirely re‐distributed political powers on both the government level and the fiscal supervisor level. The results do not show that party alignments of governments and supervisors (co‐partisanship) drive short‐term deficits. Instead, I find that the ideology of partisan governments and supervisors matters: left‐wing local governments run higher deficits than their right‐wing counterparts; left‐wing supervisors tolerate higher deficits than right‐wing supervisors. These findings imply that political independence for fiscal supervisors is recommended.     

Observations of supervisors and an actuarial research student on the qualitative research process

We report on lessons and insights concerning an interview-based, qualitative research thesis undertaken by an honours year university student in actuarial studies, who had no previous experience with qualitative research. Motivations and the need for research of this nature are provided in depth. Observations are presented on key areas of the research process, from the perspective of both research student and supervisors. This informs future students who may be considering qualitative research, who have not previously engaged in this approach. It also informs supervisors in predominantly quantitative disciplines who may be unfamiliar with some of the nuances of interview-based approaches.     

Knowledge and opinions about banking supervision: Evidence from a survey of Dutch households

What does the general public know about banking supervision? What objectives does the public think bank supervisors should pursue? We investigate these issues using a survey among Dutch households. First, we find that the public's knowledge about banking supervision is far from perfect. We also find that respondents often expect more from supervisors than they can realistically achieve. Finally, our findings suggest that better-informed people have more realistic views on banking supervision. Realistic views on banking supervision lead to more prudent financial behavior, which, in turn, contributes to financial stability. Therefore, the communication policies of banking supervisors should aim to improve the public's knowledge about banking supervision.     

The Importance of Understanding Student Learning Styles in Accounting Degree Programs

Improvements in the tertiary education of accounting students benefit the profession. Analysis of the interaction of learning styles and teaching methodologies in accounting degree programs revealed that when learning styles matched teaching methods used, usefulness was assessed as high. When they differed, usefulness deteriorated. To maximise educational benefit this interaction should be considered, but this has resource implications. Accounting education is critical and any improvements in the tertiary education of accounting students should result in better prepared graduates entering the profession. This study evaluates accounting students’ learning styles and the interaction of learning styles and teaching methodologies in degree programs. Nine classes of accounting students (648 students) spread across four years and two degree programs were evaluated. Students self‐evaluated their learning styles, pre‐instruction. They were then subject to two separate teaching techniques (one active and one passive) in each course. Learning styles were then re‐assessed and teaching techniques evaluated. Accounting students displayed a preference for passive learning, even those far advanced in their degrees. Furthermore, when learning styles matched teaching methods used, usefulness was assessed as high but when learning styles and teaching methods differed, usefulness deteriorated. Overall, active learners rather than passive learners deemed the teaching methods to be more effective. The implications are significant. To maximise educational benefit for the accounting profession, student learning styles should be assessed before designing appropriate teaching methodologies. This has resource implications, which would have to be considered.     

The interactive effects of extroversion/introversion traits and collectivism/individualism cultural beliefs on student group learning preferences

This paper examines the interactive effects of extroversion/introversion personality traits and collectivism/individualism beliefs on students' group learning preferences. The primary motivation for this study is the mixed results obtained with prior studies on the relationship between extroversion/introversion and student preference for different learning approaches. These divergent results may be explained by the failure of previous studies to account for the confounding effects of students' cultural beliefs. Seventy six final year students from two universities in Hong Kong were asked to complete questionnaires on the extroversion/introversion 10-item test (MBTI) and the collectivism/individualism 4-item scale. The results confirm the concerns raised in this study that an examination of the effects of extroversion/introversion on aspects of students' attitudes and performance should also recognise the confounding effects of students' cultural and other beliefs.     

Achievement Goal Theory: The Relationship of Accounting Students’ Goal Orientations with Self-efficacy,Anxiety, and Achievement

Abstract

Students’ goal orientations are examined using two major frameworks for learning: achievement goal theory (AGT) and students’ approaches to learning (SAL). Previous student success research is extended, by examining goal constructs from the AGT framework to determine if they help explain the learning process in accounting. Data were gathered using an established instrument and used to examine how mastery and performance goals are related to students’ academic expectations, achievement, self-efficacy, and test anxiety. Cluster analysis was used to identify four motivation groupings (multiple-goal, mastery, performance, and low motivation). Pairwise comparisons of groups, for expected grades, self-efficacy, anxiety, final exam grade, and course grade, identified differences among some of the clusters. Results suggest that a combination of mastery and performance goal motivations, rather than a singular perspective, may provide better outcomes related to course grades, while reducing dysfunctional outcomes. Based on the results, suggestions are provided to help instructors influence student success.     

Academic Performance in Introductory Accounting: Do Learning Styles Matter?

Abstract

This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results indicate that students' learning styles, after controlling for other variables, are associated with academic performance, particularly, in the final examination including both formats, multiple-choice questions and CRQs. Students who exhibit the ‘assimilating’ learning style appear to perform better in some of the assessments than students with ‘diverging’ or ‘accommodating’ learning styles. The findings have implications for designing assessments to ensure that they are not biased towards particular learning styles which would improve their validity and fairness.     

Tell me a story: Using creative writing in introductory accounting courses to enhance and assess student learning

Low student motivation, apprehension and anxiety towards accounting, and diversity in learning styles are a few incentives for employing non-traditional tools for teaching introductory accounting courses. Three modes of storytelling – fairy tales, fables, and poetry – are used in financial and managerial accounting courses to enhance and assess student learning. We find the storytelling exercises give us good insight as to whether students genuinely understand course content. Students indicate that storytelling helps them to understand accounting concepts and make the course more fun. Assignment outcomes have been used at conferences and campus events and have generated conversations about accounting beyond business faculty.     

A Cross‐Country Analysis of the Bank Supervisory Framework and Bank Performance

Ongoing changes in the structure and nature of banking, as well as banking crises across the globe have focused the attention of policy makers on the appropriate structure, scope, and degree of independence of banking supervision. Key issues for banking supervision structure are whether there should be one or multiple supervisory authorities, and whether the central bank should be involved in bank supervision. The issue pertaining to the scope of supervision is whether bank supervisory authorities should supervise other financial service industries, including in particular securities and insurance. Finally, the issue regarding the independence of supervisory authorities is the degree to which bank supervisors should be subject to political and economic policy pressure and influence. How these issues are addressed is important, because policies that fail to provide for an appropriate bank supervisory framework may undermine bank performance and even lead to full‐scale banking crises. The intense interest policy makers have shown in these issues has not been matched, however, by researchers. In particular, there is very little systematic empirical evidence on how, or indeed whether, the structure, scope, or independence of bank supervision affects the banking industry. This paper addresses this gap in three respects. First, drawing on the existing literature, we discuss the various policy issues surrounding the structure, scope, and degree of independence of bank supervision. Second, we provide comparative information on the actual choices that have been made regarding these three aspects of supervision across a wide range of developed and emerging market economies. Third, using both country‐specific data for 55 countries in all parts of the world, and data for over 2,300 individual banks in those countries, we examine the relationship between the structure, scope, and independence of bank supervision and one key dimension of the banking industry – bank profitability. Our results indicate, at most, a weak influence for the structure of supervision on bank performance. In particular, we find some evidence that a single‐supervisor system enhances bank performance. However, following our discussion of the caution one must use in interpreting data on the supervisory framework, our re‐estimates using an alternative source of data on the structure of supervision failed to duplicate this result. Our results have a bearing on a key dimension of the policy debate on how to structure supervision. In particular, given the dearth of empirical evidence on the issues, advocates of one form or another of supervisory structure have asserted that a particular change is likely to affect (favorably or adversely, as the advocate sees fit) the performance of banks. Our results provide little support at best to the belief that any particular bank supervisory structure will greatly affect bank performance. This is significant, because it suggests that the on‐going debate might more broadly focus on the impact of the supervisory structure on other aspects of the health of the banking system, including individual bank safety and soundness, systemic stability, and the development of the banking system.     

Editorial: The long Road to Publishing: A User-friendly Exposé

This paper describes the 5 year adjustment process followed in one university when formative objective test (OT)-based assessment was introduced into a second level course in order to support the student-centred use of a proprietary CAL package. It then compares the performance and background characteristics of students on two of those years. It finds the OTs identify a different ranking among the students compared to traditional essay-based assessment, that learning styles have an impact upon performance on OTs, finds evidence to suggest that students with low levels of learning styles may be disadvantaged when faced with a need to change their approach to learning and concludes that any explanatory study of student performance should includelearning styles as an independent variable.     

Performance in first year university accounting: Quantifying the advantage of secondary school accounting

Considerable research has been conducted into the relation between students' level of previous accounting knowledge and their subsequent performance in first year university-level accounting. This study considers variables for academic performance and previous accounting knowledge in an attempt to quantify the advantage that high school accounting gives students entering tertiary business courses. The results indicate that for students entering tertiary courses with similar academic ability, i.e., obtained the same entrance score, the first year tertiary accounting result obtained by a student who studied accounting previously is between one and two grades higher than that of a student who did not study accounting at high school.     

Developing critical reflection: An integrated approach

The increasing impact of globalisation and digitalisation on accounting reinforces the need for accounting education to develop students' core professional skills such as communication, analytical skills and critical thinking, as well as their ability to evaluate the relativity of their knowledge and acknowledge learning needs. This paper reports on a comparative study that explores outcomes from surveys of two separate student groups as they engaged with the elements and components of a task designed to develop their skills and ability to reflect on the currency of knowledge. Findings show merit in the design's integrated and interactive approach, including the transition of students' perspectives, with critical reflection developed through sequencing individual and cooperative learning, oral and written exercises, and formative and summative assessment. Survey responses from students indicate that they responded positively to the challenge of critically reflecting upon research and articulating the relativity of their knowledge.     

Do weak supervisory systems encourage bank risk-taking?

Weak bank supervision could give banks the ability to shift risk from themselves to supervisors. We use cross-border bank mergers as a natural experiment to test changes in risk and the impact of supervision. We examine cross-border bank mergers and find that the supervisory structures of the partners’ countries influence changes in post-merger total risk. An acquirer from a country with strong supervision lowers total risk after a cross-border merger. However, total risk increases when the target bank is located in a country with relatively strong supervision. This result is consistent with strong host regulators limiting the risky activities of their local banks. Foreign-owned competitors could then engage in the risky projects, especially if the foreign banks’ supervisors are not strong. An acquirer entering a country with strong supervision appears to shift risk back to its home country. The results suggest that bank supervisors can reduce total banking risk in their countries by being strong.     

Students' Perceptions of the Introduction of a Blended Learning Environment: An Exploratory Case Study

Virtual Learning Environments (VLE) provide the opportunity to deliver blended learning approaches that combine mixes of Information and Communications Technology (ICT) with various delivery methods and media. In 2008 and 2009, the University of Winchester in the UK redesigned a variety of accounting and financial management modules for presentation in a blended learning environment. An exploratory, qualitative case study investigated students' perceptions of the new approach. Through focus groups, students reported favourably on the blended learning approach and the views of students correlated with previous research, although there were some contrary findings. Focus groups raised issues concerning students' expectations, competence and engagement. Resources and institutional practices were identified as factors in students' attitudes towards blended learning. Issues about communication, student interaction and collaboration also emerged. Finally, some practical lessons from this case study are proposed.