Structuring financial statement analysis projects to enhance critical thinking skills development

This paper documents a method of structuring financial statement analysis projects to enhance the development of students’ critical thinking skills. The project is structured in a cooperative learning framework in which a student accesses financial statement information from the World Wide Web, performs a financial statement analysis, and then engages in an exercise with other students who have analyzed firms in the same industry. Both the individual and team phases of the project offer opportunities for students to develop several important critical thinking skills.     

Using technology and library resources in financial accounting courses

Accounting practitioners and academics have raised concerns about the need to develop accounting students' critical thinking and communication skills, as well as their computer literacy. This paper presents two intermediate accounting projects that address these concerns. The first project is structured to familiarize students with accounting resources available electronically. The second project requires students to use an electronic database to research and analyze the effect of asset impairment on the financial statements of companies within a specific SIC code. This project can readily be adapted to any financial accounting topic, not just asset impairment. Both projects have writing components and involve the use of groups and technology; the second project also involves critical analysis of the financial statement impact of asset impairments. The results of student surveys requesting feedback on the effectiveness of the projects are also presented.     

Teaching financial statement analysis: A cooperative learning approach

This paper demonstrates how cooperative learning can be used to teach financial statement analysis. Cooperative learning is a teaching technique that develops problem solving and critical thinking skills through student team work. Using financial statement analysis as an exercise example, this paper shows how this technique can be applied in the classroom.     

Out-West Products, Inc.: A financial modeling and decision analysis case

The Out-West Products, Inc. instructional case requires students to build a comprehensive financial model to support planning and decision-making. Part 1 of this team-oriented Excel project requires students to construct a baseline model, while Part 2 provides sensitivity analysis and decision-making extensions. The case incorporates cost-volume-profit, accounting income versus cash flow, and benchmarking analyses. Case objectives provide students with a realistic financial modeling experience that includes: building models; linking data across financial statements; testing solutions and analyzing scenarios; and improving critical thinking skills. These objectives closely align to the AICPA Core Competency Framework for Entry into the Accounting Profession. The case can be used in introductory and upper-division managerial accounting, upper-division cost accounting, and MBA managerial accounting courses, and can be modularized to achieve instructor-specific objectives.     

Financial statement analysis in introductory financial accounting for MBAs

This paper describes a financial statement analysis project for MBA students taking an introductory financial accounting course. The project is designed to develop financial statement literacy and to provide insight about how accounting information might be used to value and manage firms. Project benefits and project management are also discussed.     

Thinking practice: Iteration,peer review,and policy analysis in a governmental accounting class

All accounting graduates need strong critical thinking skills to succeed. However, possessing these critical thinking skills upon graduation is particularly crucial for new accountants working in the field of governmental accounting. As public servants at the local, state, and federal levels, they may face both short-term budget constraints and long-term sustainability concerns that cannot be solved with technical skills alone. Due to the proliferation of standards and technical practices across the accounting profession, governmental accounting educators may find it difficult to incorporate critical thinking instruction into their courses. In response to these concerns, this paper presents a project developed for inclusion in a governmental and nonprofit accounting course. Over the course of one semester, students choose a governmental policy topic of interest, conduct background research, evaluate the costs and benefits associated with a policy issue, and prepare recommendations in a written format addressed to the appropriate legislative committee. The project also incorporates review and iterative components that allow students to revise their written work based on feedback from the instructor and classmates. We report results of pre- and post-surveys that suggest that the project offers promise as a vehicle for promoting critical thinking skills among governmental accounting students.     

Introducing XBRL through a financial statement analysis project

In this project, we introduce business and accounting students to the application of eXtensible Business Reporting Language (XBRL) through the use of interactive data. Students study the basic concepts and potential benefits of interactive data and XBRL. Students learn to extract the financial reports of two companies in the same industry. Then, using traditional financial analysis techniques (ratio analysis) students can compare the performance of these companies. Thus, the project accomplishes two important objectives: it introduces students to the benefits and features of XBRL-tagged financial reporting and interactive data, and it shows how this medium can be used to facilitate the analysis of financial statements. The project uses free, publicly available interactive data tools to accomplish these objectives.This project is appropriate for any level of financial accounting course in which students use public company financial statements to generate financial ratios and conduct analysis on them. We aim the project at MBA-type introductory accounting courses. In addition, we show how it can easily be expanded to be applied to higher level financial statement analysis courses, both at the undergraduate and graduate levels. The project provides some background into how XBRL-tagged financial reporting is generated, while the main focus is on application of interactive data and not the technology itself. Since XBRL is now mandated by the US Securities and Exchange Commission (SEC) for most reporting entities, it is critical for today’s business students to be familiar with this method of communicating financial information.     

Further Evidence of Critical Thinking and Final Examination Performance in Advanced Financial Accounting

This study examines whether in-course test components requiring stronger critical thinking skills can help explain final examination performance in an advanced undergraduate financial accounting course, conducted in 2003 and 2004 over three continuous semesters at an Australian university. It proposes and validates two levels of dimensions affecting final examination performance: in-course test components and students’ previous university academic performance. Analysis of a database of 1,816 students using standardised multiple regression over three continuous semesters suggests that while overall Grade Point Advantage (GPA) is the single best predictor of final examination performance, in-course test components that require more critical thinking are better predictors than others, except for the in-course ethics essay test. Length of stay also had some predictive ability. This study suggests that academics should pay attention to monitoring and providing feedback to students on their in-course performance in tests that examine critical-thinking skills covering a wide range of topics. Such monitoring and feedback may assist in improving the final examination performance of students in this course.     

Critical thought on critical thinking research

Calls for improving the critical thinking ability of accounting students have been clear and repeated in both the accounting education and professional accounting literature. Although numerous ideas for developing critical thinking skills have been generated, there remains a significant lack of empirical evidence, in both the accounting education and higher education literature, that any specific instructional method can enhance the critical thinking skills of students. Given the lack of empirical support for success in the development of critical thinking skills, the value of further efforts to develop students' critical thinking skills must be questioned. The premise of this paper is that accounting programs and faculty wanting to address the issue of developing critical thinking skills in their curricula should be able to empirically examine whether their efforts are achieving the desired effects. This article first presents a brief review of prior research on critical thinking skills development and then offers suggestions to improve the design of future research on this topic. The authors attempt to provide guidance on the design of more powerful empirical tests of promising curricular strategies so that accounting faculty can determine if their attempts to enhance student critical thinking skills are meeting expectations.     

Home mortgage analysis for cultivating crucial spreadsheet and model development skills

Accounting practitioners and academics have identified spreadsheet and model development skills as important for accounting graduates to possess. We present an adaptable mortgage analysis project that provides a practical setting in which students can develop critical spreadsheet modeling skills while demonstrating knowledge of several important principles of accounting and finance. The developed spreadsheet model is designed in a structured manner to permit changing the necessary financial terms and facilitates performing sensitivity analysis on critical variables.The analysis requires an informed decision be made between employing a fixed rate mortgage or an adjustable rate mortgage (ARM) for financing a home purchase. Important theoretical skills required to arrive at an acceptable solution include understanding of present value concepts, effective rate method of interest calculation, and amortization of principle balance. The student must also verify proficiency with the necessary theoretical and practical skills of effective spreadsheet design and model development     

Introducing a Learning Portfolio in an Undergraduate Financial Accounting Course

This paper evaluates changes made to the internal assessment component of a third year financial accounting course at a university in New Zealand. A learning portfolio was designed to supplement existing coursework. The aim was to engender in students a deep rather than a surface approach to learning. As a record of the students' learning, the learning portfolio was an attempt to produce an innovative development in the assessment of what was a traditionally taught financial accounting course. Within their learning portfolios, students were required to complete a number of tasks, each aimed at improving critical thinking skills and creativity. Students were also required to maintain a personal or reflective section aimed at personalising and deepening the quality of their learning.     

Developing critical thinking: An examination of contemporary practices in accounting

Employers and professional bodies call for higher education accounting courses to emphasise the importance of critical thinking skills. This study provides an in-depth assessment of how critical thinking is currently taught and assessed across an entire accounting degree. Our study contributes to our understanding of how teaching and assessment can support students in developing their critical thinking. Using a case study approach, we identify resource restraints and disruptions to traditional forms of engagement as key challenges to developing critical thinking skills in accounting education. We conclude with suggestions for teaching practice, such as formative scaffolds and teacher-led discussions.     

Is Polaris a HOG? A Case Study*

The main usefulness of a general purpose financial statement centers on its comparability to the financials produced by an entity's competition. This case works for both undergraduate and graduate students because it offers comparisons between two well known recreation industry companies. Financial statement analysis is a lesson which serves as an appropriate capstone to financial accounting education. Analyzing the financial statements of competing entities explains “why” accountants must implement the intricate “how” which produces the statements and the resulting decision models such as ratios and common‐sized statements. Compared to previous generations, current students will be more responsible for managing their own retirement funds. This case can help students start to appreciate investment analysis by providing enough detail for any level student to conduct financial statement evaluations that make comparisons to find successful fundamental business strategies.     

Revenue and expense recognition cases developed from the accounting and auditing enforcement releases

This paper presents four revenue and expense recognition cases to be used in the intermediate accounting sequence. The cases are adapted from Accounting and Auditing Enforcement Releases, so they are based on real-world situations. Each case requires students to search accounting databases to find the appropriate pronouncements or other accounting guidance. Students must also synthesize the information to provide compelling arguments for their proposed solutions. The cases can help develop critical thinking skills in unstructured environments while reinforcing key financial accounting concepts.     

Using an intranet to facilitate student-centered learning

This paper describes the use of computer-aided learning and an intranet in a third year financial statement analysis course in 1996. The course required students to create a substantial report on the financial analysis of an allocated company. A series of small movies of relevant computer skills were used by students over an intranet. These movies replaced the need for tutor based demonstration on these topics. The intranet was also used to supply a wealth of data and information, including financial and share price data, exams, focus questions, lecture notes, and newspaper articles. Students also had access to several mirrored sites on the intranet, including sites of some of the companies under student investigation. This provided students with convenient, fast, no cost access to a wider range of text and graphical information than was previously possible. Discussion groups were also created to allow discussion to occur outside the classroom. Student reaction has been favorable to the use of the Intranet in this course. The paper also briefly outlines how the Web site was created and discusses some of the resource issues.     

Students’ perceptions of their first accounting class: implications for instructors

The purpose of this action research study is to learn directly from undergraduate students, through focus groups, about their experiences in their first accounting class, especially about the students’ knowledge and practice of critical thinking and about which classroom experiences engaged their attention and enhanced learning. The findings show that students want to understand how the first accounting course connects to the business world and to their other classes. Participants were unsure about when and how they practiced critical thinking; for improved learning outcomes, instructors need to keep critical thinking front and center. Students also need instruction in how to study accounting and how to utilize effectively the resources provided in their textbooks and as supplemental tools (e.g. integrated accounting software). Accounting professors must adapt their teaching methods to help students to meet professional demands, such as critical thinking skills and ability to handle a complex global business environment.     

Using accounting equation analysis to teach the statement of cash flows in the first financial accounting course

Understanding the statement of cash flows requires that students have some knowledge of accrual-basis accounting. This means that coverage of the statement of cash flows is deferred until late in the introductory financial accounting course and related textbooks, a time when student motivation and retention may be waning. The timing of statement of cash flow coverage is unfortunate for two reasons. First, the statement of cash flows is an important topic that all business students need to understand. Second, most students understand cash flows at the start of their financial accounting class, so there is no reason to defer coverage of this topic.This paper describes a user-oriented, pedagogical approach to integrating the statement of cash flows throughout the first financial accounting course. The essence of this approach is the use of an expanded accounting equation with temporary cash accounts corresponding to the major categories on the statement of cash flows. Directly capturing cash flow information simplifies the preparation of the statement of cash flows.     

Learning to learn in the accounting Principles course: Outcome assessment of an integrative business analysis project

This paper reports on an effort to integrate some of the Accounting Education Change Commission's recommendations for the Principles course. A project involving comprehensive analysis of a publicly traded company was introduced in the Managerial Accounting course as a vehicle to develop critical thinking, problem solving, ethical sensitivity, team-work, and communication skills among sophomore-level business majors. As a means of assessing outcomes, a follow-up questionnaire was administered to measure the effectiveness of the project, and results were analyzed. The project was found to have made positive impacts across several dimensions of the learning process. Implications for Accounting curricula are discussed.     

Identifying Fraud in Online Auctions: A Case Study

According to the FBI (IC3, 2011), losses as a result of auto‐auction fraud exceeded $8.2 million dollars in 2011. How can one detect deception in online auction transactions? The authors use a comprehensive case to teach students about deception detection processes, detection cues, and the e‐commerce environment. Students are challenged to make a professional judgment about whether the transaction under consideration is an attempt to deceive. The case is based on a real‐life situation and provides a valuable exercise for business students, educating them in the reality of online auction markets and developing their critical thinking skills. The case may be used with undergraduate accounting majors in Accounting Information Systems classes and with graduate students in an e‐commerce course either as an in‐class assignment or as a term project. Students provided favorable responses as to the value of the case.